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Course  of  Study 


and 


Library  List 

Sonoma  County,  Calif 


Adopted  June,  1900 


Course  of  Study 

Library  List:      M 

and 

Summary  of 

Rules  and  Regulations 

Adopted  by  the 

Sonoma  County  Board  of  Education 

June,  1900 

Santa  Rosa,  Calif. 


LT3I5W 
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pebaluma,  gal.: 
She   Gouj?ief{   b^ess 

6MM 


TABLE  OF  CONTENTS. 


Summary  of  Course  of  Study  by  Grades 4 

Introduction 7 

Reading - -. 9 

Phonics 17 

Spelling  and  Word  Analysis 19 

Language 21 

Arithmetic 33 

Book-keeping . 39 

Penmanshfcp 40 

History  and  Civil  Government 41 

Geography , 45 

Nature  Study 50 

Physiology 58 

Singing 55 

Drawing. 57 

Care  and  Decoration  of  Grounds  and  Build- 
ings   59 

Rules    for    Graduation    from    the    Grammar 

Schools 61 

Rules  and  Regulations  for  Teachers'  Exam- 
ination    63 

Grade  of  Schools  . 70 

Publishers  and  Prices  of  Books 72 

Extracts  from  School  Law  and  Suggestions 

to  Teachers % 78 


4        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

SUMMARY  OF  COURSE  OF  STUDY  BY 
GRADES. 


FIRST  GRADE. 

Page 

Reading , II 

Phonics 17 

Spelling .19 

Language 23 

Arithmetic .. 33 

Penmanship 40 

Nature  Study 50 

Physiology 53 

Singing .55 

Drawing » 57 


SECOND    GRADE. 

Reading 12 

Phonics 17 

Spelling 19 

Language 24 

Arithmetic 34 

Penmanship 40 

Nature  Study 50 

Physiology 53 

Singing 55 

Drawing 57 


THIRD    GRADE. 

Reading 13 

Phonics 17 

Spelling , 19 

Language 25 

Arithmetic 34 

Penmanship 40 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900. 


Geography 45 

Nature  Study 50 

Physiology 53 

Singing ...  55 

Drawing 57 


FOURTH    GRADE. 

Reading 13 

Phonics 17 

Spelling 19 

Language 26 

Arithmetic : 35 

Penmanship 40 

Geography 46 

Nature  Study 50 

Physiology 53 

Singing 55 

Drawing 57 


FIFTH    GRADE. 

Reading 14 

Phonics 18 

Spelling 19 

Language 27 

Arithmetic 36 

Bookkeeping 39 

Penmanship , 40 

History  and  Civil  Government 41 

Geography 47 

Nature  Study to 

Physiology 53 

Singing 55 

Drawing cy 


SIXTH    GRADE. 

Reading it 

Phonics 18 

Spelling 19 

Arithmetic 37 


COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Language 29 

Bookkeeping 39 

Penmanship 40 

History  and  Civil  Government 41 

Geography 48 

Nature  Study 50 

Physiology .. 53 

Singing 55 

Drawing 57 


SEVENTH    GRADE. 

Reading 16 

Phonics 18 

Spelling  and  Word  Analysis 19 

Language 30 

Arithmetic 37 

Bookkeeping 39 

Penmanship 40 

History  and  Civil  Government 42 

Geography 49 

Nature  Study 50 

Physiology '. 53 

Singing. $S 

Drawing 57 


EIGHTH    GRADE. 

Reading 16 

Phonics 18 

Spelling  and  Word  Analysis 19 

Language 31 

Arithmetic 38 

Bookkeeping 39 

Penmanship 40 

Histsry  and  Civil  Government 42 

Geography 49 

Nature  Study 50 

Physiology * 53 

Singing 55 

Drawing 57 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900. 


INTRODUCTION.    ;./;.;-, 


This  course  of  study  is  adopted  and  published  in  con- 
formity with  section  1771  of  the  School  Law.  It  is  to  be 
followed  by  the  Teachers  and  Trustees  of  Sonoma  Coun- 
ty in  the  management  of  the  schools. 

The  Board  has  intentionally  outlined  much  more  work 
than  any  teacher  can  do  in  the  allotted  time.  There  will 
be  no  difficulty  in  conforming  to  all  portions  of  the 
course  which  are  required  in  all  schools.  Each  teacher 
will  have  time  to  do  much  more  work  than  this,  and  she 
should  select  thoughtfully  and  judiciously  from  the  op- 
tional work  what  seems  to  be  best  suited  to  the  condi- 
tions under  which  she  is  working. 

The  schools  must  not  attempt  to  teach  everything.  It 
is  no  proof  that  a  school  is  not  a  good  school  that  certain 
subjects  are  omitted  from  its  curriculum,  or  that  a  pupil 
has  not  been  well  taught  that  he  does  not  know  all  the 
things  which  he  ought  to  know.  He  can  not  possibly, 
in  the  time  at  his  disposal,  learn  all.  The  schools  shoukl 
teach  thoroughly  what  they  attempt  to  teach,  and  judg- 
ment should  be  passed  only  upon  what  has  been  studied. 
Every  school  is  doing  good  work  if  it  causes  the  pupils 
to  do  a  reasonable  number  of  things  zvell.  Such  work 
will  turn  out  pupils  who  have  power  to  do  things  for 
themselves.  There  are  many  subjects,  which  have  been 
omitted  from  this  course,  which  some  people  will  think 
should  have  been  included.     Many  of  them,  the  Board 


COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


►  *  ,»,  will  .agree,  are  valuable.  There  are  new  subjects  and 
:  "'  maAy*  cttiadkibnal  topics  which  we  have  not  mentioned 
:/:  *.*•*. wla'vfh"  might 'be  given,  if  the  children  and  teachers  had 
the  time  to  undertake  them.  We  do  not  assume,  nor 
do  we  wish  others  to  assume,  that  we  disapprove  of  all 
that  «we  have  not  outlined  herein.  In  the  great  fields  of 
knowledge  and  culture  we  have  chosen  these  subjects 
and  topics  because  we  believe  that  they  are  the  best  suited 
to  the  training  of  power  and  character.  New  subjects  and 
new  classifications  will  be  needed  in  the  future.  We  believe 
we  have  included  nothing  that  is  unworthy  of  careful 
and  studious  attention. 

From  what  we  have  suggested  it  will  be  necessary, 
oftentimes,  for  teachers  to  choose.  In  many  of  the  sub- 
jects only  a  small  portion  of  the  work  suggested  can  be 
accomplished.  It  is  hoped  that  the  teachers  will  exercise 
great  care  in  such  choice.  In  cases  where  the  teacher 
is  in  doubt,  she  should  seek  the  advice  of  those  who  have 
had  experience  and  are  doing  good  work  in  the  lines 
along  which  information  is  sought.  The  Superintend- 
ent's advice  should  be  obtained  whenever  possible. 
Teachers  are  advised  to  visit  schools  where  good  work  is 
being  done,  as  frequently  as  possible.  The  freedom  of 
choice  granted  in  many  places  gives  the  teacher  an  op- 
portunity to  add  increased  interest  to  the  work,  both 
for  herself  and  for  the  children. 

We  hope  that  the  pursuance  of  this  course  will  train 
up  industrious,  conscientious,  patriotic  and  cultured  boys 
and  girls. 

BOARD  OF  EDUCATION. 


READING. 


The  chief  purpose  of  the  Board  in  outlining  this  course 
is  to  suggest  a  large  amount  of  suitable  supplemental 
reading.  Children  will  best  learn  how  to  read  by  having 
an  abundance  of  easy  and  interesting  reading  at  hand. 
The  chief  purpose  in  reading  is  to  get  the  thought  from 
the  printed  page.  If  the  thought  is  understood,  expres- 
sion will  largely  take  care  of  itself.  The  length  of  the 
lesson  should  vary  according  to  the  pupil,  the  book, 
and  various  other  conditions.  Each  pupil  should  be  al- 
lowed to  read  as  much  and  no  more  than  he  can  readily 
read  and  comprehend.  Pupils  should  never  be  allowed 
to  attempt  to  read  poorly-prepared  lessons.  Let  them 
return  to  their  seats  and  study  till  they  are  prepared. 

When  assigning  a  lesson,  or  at  the  beginning  of  the 
study  period,  assist  pupils  in  pronouncing  the  new  words. 
This  work  should  be  attended  to  in  all  grades.  In  most 
primary  books,  lists  of  the  new  words  are  given  at  the 
beginning  of  each  lesson. 

No  effort  has  been  made  to  subdivide  the  supplemen- 
tal reading  under  the  heads,  "History,"  "Nature  Study," 
etc.,  excepting  where  the  division  is  so  natural  as  to  re- 
quire no  effort.  The  Board  feel  that  there  has  been  too* 
much  subdivision  of  studies.  They  desire  to  assert  the 
unity  of  school  subjects.  In  the  choice  of  supplemental 
reading  from  these  lists,  teachers  should  choose  a  va- 
riety of  material.  They  are  at  liberty  to  make  use  of  the 
books  mentioned  under  the  other  topics  in  this  course  for 
reading,  and  thus  unify  the  work  still  more  than  has  been 
done  herein.    They  are  encouraged  to  bring  about  such 


io        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


combination  and  unification  whenever  it  can  be  done  nat- 
urally and  advantageously.  It  will  be  necessary  for 
teachers  to  avail  themselves  of  every  opportunity  to 
save  their  own  time  and  that  of  the  pupils. 

The  grading  of  a  course  in  reading  is  a  difficult  mat- 
ter. What  is  suitably  graded  for  one  school  or  for  one 
class  is  often  not  suitably  graded  for  another.  Great 
care  has  been  exercised  in  the  assignment  of  the  books 
to  the  grades  and  classes.  Nearly  all  of  th)e  books 
named  herein  have  been  tried  in  some  of  the  schools  of 
this  county  in  the  grades  to  which  they  are  assigned. 
Other  counties  have  found  many  of  them  satisfactory  in 
these  grades.  So  far  as  teachers  can  do  so  without  in- 
terrupting the  gradation,  they  are  at  liberty  to  change 
the  order  in  which  the  books  are  taken,  if  they  find  a 
class  has  serious  difficulty  with  any  of  them.  If  possi- 
ble, teachers  should  consult  the  Superintendent  regarding 
such  changes. 

Books  under  the  head  of  "Supplemental  Texts"  are 
especially  recommended  for  the  grades  to  which  they 
are  assigned  and  should  be  the  first  books  purchased, 
though  if  experienced  teachers  prefer  books  included  in 
the  second  list  of  "Supplemental  Reading,"  with  the 
consent  of  the  Superintendent  they  may  be  purchased  in- 
stead. Besides  purchasing  sets  of  books  for  use  in  the 
reading  classes,  every  district  should  be  supplied  as  soon 
as  possible  with  at  least  one  copy  of  each  book  named 
in  this  course.  The  books  for  pupils  have  been  chosen 
because  they  have  been  found  to  be  interesting  and 
wholesome  reading  for  boys  and  girls.  Those  suggest- 
ed for  the  teacher's  use  are  for  the  purpose  of  giving 
her  a  broader  view  of  the  subject  she  is  attempting  to 
teach,  for  giving  her  suggestions  regarding  methods,  or 
for  general  inspiration.  Teachers  should  themselves  own 
the  books  suggested  here. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  II 

The  following  books  are  suggested  for  the  teacher : 
"Special  Method  in  Reading,"  McMurray. 
"Organic  Education,"  Scott. 
"Teaching  the  Language  Arts,"  Hinsdale. 
"Phonics  and  Reading,"  Van  Liew. 

In  addition  to  the  regular  work  in  reading,  teachers 
are  urged  to  use  their  influence  in  bringing  about  the 
reading  of  good  books.  Every  district  should,  as  soon 
as  possible,  be  supplied  with  one  or  more  copies  of  each 
book  named  in  this  course.  This  will  furnish  an  excel- 
lent list  of  books  for  reading  outside  of  the  regular  work 
of  the  classes. 

Many  of  the  districts  now  have  books  in  their  libraries 
adapted  to  pupils'  ability.  The  teachers  should  become 
familiar  with  the  books  in  these  libraries,  in  order  that 
they  may  direct  and  interest  the  pupils  in  good  reading. 
In  schools  where  children  are  not  accustomed  to  doing 
home  reading,  it  is  suggested  that  the  teacher  tell  inter- 
esting stories  that  are  to  be  found  in  books  that  are  avail- 
able, or  read  interesting  portions,  and  then  suggest  that 
the  pupils  take  the  books  to  read. 

Books  marked  (B)  are  supposed  to  be  suitable  for  the 
Jfirst  or  lower  half  of  the  grade  to  which  they  are  as- 
signed;  (A)  to  the  second  half. 


FIRST    GRADE. 

Begin  immediately  with  reading  lessons  from  the 
blackboard  or  from  charts.  The  sentences  should  always 
contain  interesting  thoughts.  They  should  not  be  child- 
ish. In  this  early  work,  great  care  should  be  taken  in 
the  formation  of  the  sentences.  Those  with  subject, 
predicate  and  object  are  most  easily  understood.  Pupils 
should  be  taught  both  print  and  script.  Make  daily  use 
of  phonics  in  the  preparation  of  the  reading  lesson. 

Text:  "Revised  First  Reader,"  State  Series. 


COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS* 

Precede  the  text  with  "Bass'  Beginner's  Reader." 
Supplemental  texts: 

(B)  "Child  Life,"  First  Reader,  Blaisdell. 

(A)    "Stepping     Stones     to    Literature,"     First 
Reader,  Arnold  and  Gilbert. 

(A)  "Old  Time  Stories  Retold,"  Smythe. 
Additional  Supplemental  Reading: 

(B)  "Finch  Primer." 
(B)  "Cyr's  Primer." 
(B)  "Baldwin's  Primer." 

(B)  "First  Days  in  School,"  Stewart  and  Coc 

(A)  "First  Reader,"  Cyr. 

(A)  "JEsop's  Fables,"  Vol.  I,  Pratt. 

(A)  "Heart  of  Oak,"  Vol.  I,  Norton. 

(A)  "Golden  Rod  Books,"  First  Reader. 

(A)  "Baldwin's  First  Reader." 


SECOND    GRADE. 

All  pupils  in  this  grade  should  read  at  least  three  of 
the  following  books: 
Text. — "Revised  Second  Reader,"  State  Series. 
Supplemental  Texts : 

"Child   Life,"  Second  Reader,   Blaisdell. 

"Stepping  Stones  to  Literature,"  Second  Reader,. 
Arnold  and  Gilbert. 

"In  Mythland,"  Beckwith. 

(A)  "The  Hiawatha  Primer,"  Holbrook. 
Additional  Supplemental  Reading: 

"iEsop's  Fables,"  Vol.  II,  Pratt. 

"Plant  Life,"  Bass. 

"Some-  of  Our  Friends,"  Welch. 

"Williams'  Choice  Literature,"  Primary  Book  L 

"Pets  and  Companions,"  Stickney. 

"Heart  of  Oak,"  Vol.  II,  Norton. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  13 

"Big  People  and  Little  People  of  Other  Lands," 

Shaw. 
"Classic  Stories  for  the  Little  Ones,"  McMurray. 
"Golden  Rod  Books,"  Second  Reader. 


THIRD    GRADE. 

At  least  three  of  the  supplemental  books  should  be 
read  by  each  pupil. 
Text— "Revised  Third  Reader,"  State  Series. 
-Supplemental  texts : 

(B)  "Docas,  the  Indian  Boy,"  Snedden. 
(B)  "Four  True  Stories  of  American  Life  and  Ad- 
venture," Smith. 

(A)  "  Great  Americans  for  Little  Americans,"  Eg- 
gleston. 

Additional  Supplemental  Reading: 

(B)  "Animal  Life,"  Bass. 

(B)  "Williams'      Choice     Literature,"      Primary 

Book  II. 
(A)  "Old  Stories  of  the  East,"  Baldwin. 
"Stepping  Stones   to   Literature,"  Third  Reader, 

Arnold  and  Gilbert. 
"Child  Life,"  Third  Reader,  Blaisdell. 
"Cyr's  Third  Reader." 
"Golden  Rod  Books,"  Third  Reader. 
"Fable  and  Folk  Stories,"  Scudder,  Riverside  Ed. 


FOURTH    GRADE. 

The  work  should  consist  of  at  least  three  of  the  sup- 
plemental books. 

Text— "Revised  Fourth  Reader,"  State  Series.  (Use 
only  the  easier  portions.) 


14        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Supplemental  Texts: 

(B)  "Robinson  Crusoe,"  McMurray. 

(A)  "Stories  of  American  Life  and  Adventure," 
Eggleston. 

Additional  Supplemental  Reading: 

(B)  "Legends  of  Norseland,"  Pratt. 

(B)  "Fifty  Famous  Stories  Retold,"  Baldwin. 
(B)  "Short    Stories    of    Our    Shy    Neighbors," 

Kelley. 
(B)  "Heart  of  Oak,"  Vol.  Ill,  Norton. 
(B)  "Old  Greek  Stories,"  Baldwin. 
(A)  "Stories  from  Garden  and  Field." 
(A)  "Williams'  Choice  Literature,"    Intermediate 

Book  I. 
(A)  "Legends  of  the  Red  Children,"  Pratt. 
(A)  "Ways  of  Wood  Folk,"  Long. 
(A)  "Discoverers  and  Explorers,"   Shaw. 
(A)  "Grimm's  German  Household  Tales,"  River- 
side Literature  Series. 
(A)  "Scribner's  Series  of  School  Reading. 

"Cable  Story  Book." 

"Fanciful  Tales,"  Stockton. 

"Eugene  Field  Story  Book." 

"Lobo,  Rag  and.  Vixen." 


FIFTH    GRADE. 

Beginning  with  this  grade,  the  selections  should  have 
considerable  attention,  as  literary  productions.  Teach- 
ers should  make  every  effort  to  interest  the  pupils  in  the 
best  literature.  A  careful  study  should  be  made  of  at 
least  three  supplemental  books. 

Text -—"Revised  Fourth  Reader,"  State  Series  (com- 
pleted). 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  15 

Supplemental  Texts: 

(B)  "Black  Beauty/'  University  Pub.  Co. 

(A)  "First  Book  in  American  History,"  Eggle- 
ston. 

Additional  Supplemental  Reading: 

(B)  "Hiawatha,"  Riverside  Literature  Series. 
(B)  "Little  Nell,"  Dickens. 

(B)  "American  Indians,"  Starr. 

(A)  "Pacific  History  Stories,"  Wagner. 

(A)  "Outdoor  Studies,"  Needham. 

"Alice  in  Wonderland,"  Carroll. 

"Child  Life  in  Prose  and  Poetry,"  Whittier,  Riv- 
erside Ed. 

Longfellow's  "Children's  Hour,"  "Paul  Revere's 
Ride,"  and  other  poems,  Riv.  Ed. 

"Heart  of  Oak,"  Norton,  Vol.  IV. 

"Stepping  Stones  to  Literature,"  Fourth  Reader. 

"Stories  of  Old  Rome,"  Pratt. 

Scribner's  Series  of  School  Reading  (as  in  fourth 
grade). 


SIXTH    GRADE. 

A  thorough  study  should  be  made  of  at  least  three  of 
the  following: 
Required  Texts: 

"The  Talisman,"  Scott. 
"Birds  and  Bees,"  Burroughs,  Riverside  Ed. 
Supplement  to  "Birds  and  Bees." 

"Our  Feathered   Friends,"   Grinnell. 
"Bird  Notes  Afield,"  Keeler. 
Supplemental  Reading: 

"Tanglewood  Tales,"  Hawthorne,  Riverside  Lit. 

Series. 
"Gulliver's  Travels,"  Swift. 
r  "English  History  Stories,"  Blaisdell. 


i6         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

"American  History  Stories,"  Vol.  I  and  II,  Pratt. 
"Beginner's  American  History,"  Montgomery. 


SEVENTH    GRADE. 

A  thorough  study  should  be  made  of  at  least  three  of 
these  selections.     Teachers  should  endeavor  to  get  the 
pupils  to  read  the  books  not  used  for  class  work. 
Required  Work: 

"Miles  Standish,"   Riverside  Edition. 
"Irving's  Selections." 
Supplemental  Reading: 
"Enoch  Arden." 
"Gods  and  Heroei." 


EIGHTH    GRADE. 

At  least  three  of  these  should  be  mastered. 
Required  Work: 

"Evangeline." 

"Lamb's  Tales  from  Shakespeare." 
Supplemental  Reading: 

"Tales  of  a  Wayside  Inn,"  Longfellow,  Riv.  Ed. 

"Ivanhoe,"  Scott. 

"Prisoner  of  Chillon." 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  17 


PHONICS. 


The  work  in  phonics  must  be  constantly  connected 
with  the  reading  and  spelling.  It  is  placed  under  a  sep- 
arate heading  here  because  it  can  be  more  conveniently- 
dealt  with  so.  There  should  be  constant  attention  to 
sounds  of  letters  from  the  day.  a  child  enters  school 
until  he  has  completed  the  course.  It  first  assists  him 
in  pronouncing  the  simplest  words.  Finally,  it  enables 
him  to  pronounce  the  most  difficult  words  from  the  dia- 
critical markings.  Pupils  can  not  be  expected  to  be- 
come independent  readers  until  they  are  familiar  with 
phonics. 


FIRST  GRADE. 

Keep  clearly  in  mind  that  the  purpose  of  phonics  is 
to  assist  pupils  in  discovering  the  pronunciation  of  new 
words.  Teach  the  sounds  of  all  letters  and  combinations 
except  the  most  difficult.  Drill  constantly,  giving  a  few 
moments  each  day  to  the  work.  Place  a  few  easy  new 
words  on  the  blackboard  each  day  with  the  sounds 
marked,  and  have  the  pupils  discover  the  pronunciation. 
Do  not  make  this  an  exercise  separate  from  the  reading 
and  spelling  lessons. 

SECOND,  THIRD  AND  FOURTH  GRADES. 

Drill  all  these  gradtes  on  previous  work.  Give  an 
exercise  each  day  in  building  words  and  discovering 
new  words  from  their  diacritical  marks.  Increase  the 
work  in  the  use  of  phonograms.    Gradually  bring  about 


18        COURSE  OF  STUDY  FOR  THE  PUBLIC^SCHOOLS. 

the  spelling  of  words  by  sound.  The  new  words  in  the 
reading  lessons  may  be  profitably  used  for  these  lessons. 
Put  them  on  the  blackboard  with  markings  and  let  the 
pupils  discover  the  pronunciation  of  them.  This  need 
not  necessarily  occupy  any  of  the  time  of  the  school 
session. 


FIFTH  AND  SUCCEEDING  GRADES. 

Make  constant  use  of  diacritical  marks.  Every  pupil 
in  these  grades  should  have  a  dictionary  and  make 
daily  use  of  it  in  learning  the  pronunciations  and  defini- 
tions of  words  used  in  the  daily  lessons. 

Webster's  Academic  Dictionary  ($1.75)  is  recom- 
mended, though  Webster's  Primary  Dictionary  (60c.) 
will  serve  the  purpose.  The  Academic  Dictionary 
should  be  bought  by  all  who  can  afford  it.  It  will  be  of 
service  throughout  a  school  course.  Do  not  allow  the 
pupils  to  buy  poorly  prepared  and  poorly  printed  books. 

Teacher's  Guide: 

"Phonics  and  Reading,"  Van  Liew. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  19 


SPELLING  AND  WORD  ANALYSIS. 


All  pupils  should  have  a  few  words  to  learn  to  spell 
each  day.  Two  things  should  be  observed  in  all  this 
work. 

First — No  pupil  should  waste  his  time  in  studying 
words  which  he  already  knows  how  to  spell,  which 
he  will  probably  never  have  occasion  to  spell,  or 
which  he  does  not  understand    the  meaning  of. 

Second — No  pupil  should  have  more  words  assigned 
for  a  lesson  than  he  can  learn  thoroughly  and  re- 
cite without  error. 

In  the  first  three  grades  this  work  should  not  be  sep- 
arated from  the  reading,  phonics  and  language. 

In  the  other  grades  there  are  many  methods  which 
meet  with  good  results.  When  the  lessons  in  the  spell- 
ing book  are  used,  the  greatest  care  should  be  exercised 
in  order  to  avoid  the  difficulties  mentioned  above.  When 
the  words  are  selected  from  the  other  lessons,  particular- 
ly from  language  and  composition  work,  give  but  few 
words  and  insist  upon  perfect  work.  Good  results  will 
come  from  a  short,  accurate  drill  every  day. 

Text — Speller,  State  Series. 

The  end  sought  in  the  study  of  word  analysis  is  power 
to  grasp  the  meaning  of  words,  power  to  utilize  a  pres- 
ent vocabulary  in  the  determination  of  the  meaning  of 
words  seemingly  new.  This  may  be  attained  in  part  by 
a  thorough  knowledge  of  the  prefixes  and  suffixes  found 
in  the  language ;  these  must  be  mastered.  The  relation- 
ship of  words  having  a  common  root  should  be  copiously 


20         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

illustrated  by  the  teacher,  and  the  pupil  should  be  stimu- 
lated to  a  quick  discernment  of  it.  The  principles  of 
word  analysis  should  be  applied  whenever  there  is  need 
of  definition. 

This  work  should  especially  accompany  the  language 
and  literature  in  the  sixth,  seventh  and  eighth  grades, 
though  it  should  not  be  confined  to  any  particular  work 
or  grades. 

The  text  to  be  used  is  the  last  twenty-four  pages  of 
the  California  Speller,  State  Series. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900. 


LANGUAGE. 


The  direct  object  of  language  work  is  to  enable  pupils 
to  speak  and  write  correctly  and  confidently — without 
hesitation.  To  do  this  pupils  must.be  drilled  constantly 
in  speaking  and  writing.  And  since  nine-tenths  of  the 
communication  between  men  is  carried  on  by  means  of 
oral  speech,  the  greater  attention  should  be  paid  to  it. 
Pupils  must  be  encouraged  and  stimulated  to  talk.  To 
do  this  they  must  be  given  something  to  talk  about.  Sto- 
ries must  be  told,  rather  than  read,  by  the  teacher,  for  the 
pupil  to  retell,  not  once  or  twice,  but  many  times.  The 
recitation  in  this  subject  is  for  the  presentation  of  cor- 
rect forms  of  speech,  but  the  work  does  not  end:  here; 
the  lessons  will  not  be  learned  unless  the  pupil  is  obliged 
to  apply  them  in  every  other  recitation.  The  pupil  must 
be  made  to  feel  that  his  language  work  is  a  part  of  all 
his  other  work ;  that  nothing  is  well  learned  until  it  can 
be  well  told,  and,  furthermore,  that  he  learns  by  telling. 

Errors  must  be  corrected  all  the  time ;  however,  great 
care  must  be  used  so  that  the  pupils  will  not  be  discour- 
aged. Criticism  must  be  helpful,  constructive.  Try  very 
hard  to  have  the  pupils  do  most  of  the  talking ;  suggest* 
encourage,  do  everything  that  you  can  to  get  them  to 
give  expression  to  what  they  think. 

A  list  of  stories  suitable  for  each  grade  is  appended; 
these  should  be  given,  unless  the  teacher  has  others  es- 
pecially desirable. 

Language  work  may  easily  be  based  upon  pictures, 
so  picture  study  is  given  a  definite  place  in  this  course. 
Pictures  are  as  much  a  means  of  expression  as  language, 


22        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

and  their  thought  may  easily  be  translated  into  speech. 

Valuable  suggestions  for  Picture  Study  will  be  found 
in  the  following  books : 

"How  to  Study  Pictures,"  M.  S.  Emery. 
The  Perry  Magazine. 
Riverside  Art  Series. 

"Stories  of  the  Great  Artists"  (Educational  Pub- 
lishing Company). 

The  poems  selected  for  memory  work  have  been  tried 
for  several  years.  The  value  of  memorizing  numerous 
classic  poems  needs  no  argument.  Such  work  abounds 
in  interest  and  will  always  prove  a  source  of  pleasure. 
All  this  work  should  be  as  spontaneous  as  possible. 
There  should  be  so  much  interest  aroused  in  pictures, 
poems,  etc.,  that  the  teacher  will  need  to  spur  very  few 
pupils.  The  occasion  and  the  opportunity,  rather  than 
the  time  in  the  program,  should  decide  when  poems  and 
pictures  should  be  studied. 

No  written  work  should  be  allowed  in  any  grade  in 
any  subject  except  it  be  the  very  best  the  pupils  can  do. 
Language,  penmanship,  arrangement,  spelling,  etc.,  be- 
long as  much  to  the  arithmetic  and  history  as  to  the 
composition  and  grammar  work.  Any  teacher  who  al- 
lows carelessness  in  any  of  these  things  at  any  time  is 
not  doing  her  work  well.  These  things  can  not  be  done 
right  in  graded  schools  unless  every  teacher  bears  her 
full  share  of  the  responsibility.  The  earnest  efforts  of 
some  teachers  in  those  matters  are  partially  defeated  by 
the  indifference  or  carelessness  of  others.  All  work 
should  be  the  very  best  the  pupils  can  do.  A  neatly 
written  composition  is  of  no  more  importance  than  a 
neatly  written  and  arranged  arithmetic  paper.  Good 
language  is  just  as  essential  in  the  geography  as  in  the 
English  work.  The  teacher  who  gives  care  to  these 
things  will  get  good  work ;  others  will  not. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  23 

FIRST    YEAR. 
Stories : 

"The  First  Thanksgiving,"  Wiggin. 

"The  Three  Bears." 

"The  Three  Little  Pigs." 

"Story  of  the  Johnny  Cake." 

"The  Musicians  of  Bremen." 

"Andersen's  Fir  Tree." 

"Tar  Baby." 

"The  Discontented  Pine  Tree." 

"The  Boy  and  the  Three  Goats." 

"The  Wolf  and  the  Seven  Kids." 

"The  Red-Headed  Woodpecker." 

Stories  from  "Old  Time  Stories  Retold." 
Poems  : 

Cradle  Song  ("Little  Birdie"),  Tennyson. 

"Bed  in  Summer,"  Stevenson. 

"The  Wind,"  Stevenson. 

"Wynken,  Blynken  and  Nod,"  Field  (A). 

"My  Shadow,"   Stevenson  (A). 

"The  Swing,"  Stevenson  (A). 

"My  Bed  Is  a  Boat,"  Stevenson  (A). 
Interesting  stories  and  anecdotes  regarding  the  authors 
and  the  poems  will  add  much  to  the  interest  in  this  work. 
These  stories  may  be  used  for  oral  and  written  language 
work. 

Pictures:  (The  numbers  given  are  from  the  Perry  Pic- 
tures Company  catalogue,  1898.  Pictures  from  other 
firms  are  just  as  acceptable.)  If  teachers  desire  to  make  a 
study  of  the  productions  of  any  artist,  they  may  do  so 
if  it  will  not  interfere  with  the  work  prescribed  for  other 
grades. 

904.  "The  Sick  Monkey,"  Landseer. 

367.  "Holy  Night,"  Correggio. 


24        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

792.  "The  Pet  Bird,"  Von  Bremner. 
499.  "Four  Kittens,"  Adam. 
643.  "Baby  Stuart,"  Van  Dyck. 
620.  "Nativity,"  LeRolle. 
Interesting  stories  of  the  painters  and  their  pictures 
should  be  told.    These  stories  may  be  used  for  oral  and 
written  language  work. 
Written  Language: 

Before  completing  this  year  pupils  should  be  able  to 
write  short  stories  from  memory,  if  considerable  assist- 
ance is  given  in  spelling.  The  use  of  the  capital,  period 
and  question  mark  should  be  taught. 


SECOND    YEAR. 

Stories : 

"Hiawatha." 

"The  Four  Winds." 

"Hiawatha's  Childhood." 

"Hiawatha's   Hunting." 

"Picture  Writing." 

"The  South  Wind  and  the  Dandelion.' 

"Thumbolina." 

"Philemon  Baucis." 

Stories  of  Hercules. 

Story  of  Horatius. 

Story  of  Iris. 
Poems : 

"Seven  Times  One,"  Ingelow. 

"Twinkle,  Twinkle,  Little  Star." 

"Little  Blue  Pigeon,"  Field. 

"Orkney  Lullaby,"  Field. 

"The  Poet  Lamb,"  Wordsworth. 

"Hiawatha"  (selections). 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  25 

Pictures : 

596.  "A  Helping  Hand,"  Ronouf. 
633.  "Holy  Family,"  Rubens. 
1093.  "A  Fascinating  Tale,"  Mme.  Ronner. 
623.  "Frightened  Bather,"   Demond-Breton. 
1068.  "Girl  with  Cat,"  Hoecker. 
434.  "Spring,"  Corot. 
330.  "Rest  in  Flight,"  Knaus. 
Written  Language: 

Continue  the  work  in  writing  stories.  The  teacher 
should  assist  in  spelling  the  words.  A  list  of  words 
which  pupils  will  need  and  do  not  know  how  to  spell 
might  be  placed  on  the  board  before  beginning  the  sto- 
ry. All  pupils  should  have  command  of  simple  sentences, 
such  that  they  can  use  them  in  their  original  work. 
(Capitals  and  marks  at  the  end  of  the  sentence.) 

THIRD    YEAR. 

(Read  previous  directions.) 
Stories : 

"Thor's  Journey  to  Jotunheim." 

"Baldur." 

"Child's  Dream  of  a  Star,"  from  Dickens. 

"The  Great  Stone  Face." 

"Lohengrin." 

"Siegfried." 

"Perseus." 
Poems : 

"The  Arrow  and  the  Song,"  Longfellow. 

"The  Brook  and  the  Wave,"  Longfellow. 

"Norse  Lullaby,"  Field. 

"Barefoot  Boy,"  Whittier. 

"Thanksgiving  Day  Song." 

"The  Leaves'  Farewell  Party,"  Elizabeth  J.  Grey. 

"Krinken  "  Field. 


26         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Pictures : 

521.  "Feeding  Her   Birds,"   Millet. 
321.  "Sistine  Madonna,"  Raphael. 
1068.  "Can't  You  Talk?"  Holmes. 
519.  "The  Butter  Maker,"  Millet. 
609.  "Madonna  Under  the  Arbor,"  Dagan-Bou- 

veret. 
19.  "Longfellow's   Children." 
1071.  "September,"  Zuber. 
Written  Language: 

Give  short  daily  exercises  in  writing  stories.  Do  this 
work  without  reference  to  books.  Develop  the  power 
to  write  and  think  at  the  same  time.  Avoid  copy  work. 
Spell  words  which  they  do  not  know.  Do  not  let  them 
guess.  Stories  which  can  be  completed  in  one  period  are 
preferable.  Long  stories  may  be  divided  into  several 
short  ones.  No  errors  in  the  use  of  simple  sentences 
should  be  tolerated.  Insist  on  the  best  work  all  the 
time  in  penmanship,  language,  spelling,  etc. 

FOURTH    YEAR. 

(Read  previous  directions.) 
Stories : 

William  Tell. 

Franklin. 

Magellan's  Voyage. 

Hercules. 

Daphne,  the  Dawn  Maiden. 

Pandora. 

Ceres  and  Proserpina. 

Atlanta. 
Poems : 

"The  Village  Blacksmith,"  Longfellow. 

"Death  of  the  Flowers,"  Bryant. 

"Bugle  Song,"  Tennyson. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  27 

"Paul  Revere's  Ride/'  Longfellow. 
'The  Fairy  and  Child/'  Field. 
"Robert  of  Lincoln,"  Whittier. 
"The   Frost   Spirit,"   Whittier. 
"Hiawatha"  (parts). 
"America"  (unless  already  known). 
Pictures : 

324.  "Madonna  of  the  Chair,"  Raphael. 


618 
1336 

393 

1329 

600 

556 


"Shepherdess,"  LeRolle. 
"Pilgrim  Exiles,"  Boughton. 

"Saved,"  Landseer. 
"Columbus  at  the  Court  of  Spain,"  Brozik. 
"The  Balloon,"  Dupre. 
"An  Humble  Servant,"  Bonheur. 


Written  Language: 

Pupils  should  have  daily  exercise  in  composition  work. 
These  compositions  should  be  written  without  any  ref- 
erence to  books  or  helps.  The  spelling  of  uncommon 
words  should  be  given  by  the  teacher.  Do  not  allow 
guessing.  The  teacher  should  be  with  the  pupils  and 
give  suggestions  and  help  when  needed.  Assistance  in 
the  construction  of  sentences,  punctuation,  spelling,  etc., 
should  be  given  at  times.  As  far  as  possible,  avoid  allow- 
ing pupils  to  see  incorrect  work.  If  possible,  correct 
the  work  in  the  presence  of  the  pupils.  Stories  which 
can  be  completed  in  one  period  are  preferable. 

Pupils  should  be  thoroughly  familiar  with  the  material 
before  attempting  to  write.  Frequent  exercises  in  orig- 
inal story  work  should  be  given.  The  pupils  need  train- 
ing in  original  thinking. 

FIFTH    YEAR. 

(Read  previous  directions.) 

Story  Work  (oral): 

The  fund  of  stories   suitable  for  this  and  following 


28        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

grades  is  limitless.  The  stories  should  bear  some  rela- 
tion to  the  other  school  work.  For  example,  if  the  ge- 
ography lesson  is  about  Mexico,  the  story-telling  period 
may  be  devoted  to  stories  about  Mexico.  Series  of  relat- 
ed stories  on  history,  geography,  animals,  etc.,  will  be 
interesting.     For  example — 

Stories  of  the  Trojan  War. 
Stories  of  India. 
Stories  of  Useful  Insects. 
Poems : 

"The  Brook,"  Tennyson. 
"The  First  Flowers,"  Whittier. 
"Independence  Bell." 
"Daybreak,"  Longfellow. 
"Decoration  Day,"  Longfellow. 
"Christmas  Bells,"  Longfellow. 
"The  Mayflower,"  Whittier. 
"The  First  Thanksgiving." 
"Westward,"  Joaquin  Miller. 
Pictures : 

575.  "Song  of  the  Lark,"  Breton. 
516.  "Shepherdess  Knitting,"  Millet. 
230.  "The  Last  Supper,"  Da  Vinci. 
133 1.  "Embarkation  of  the  Pilgrims,"  Weir. 
1003.  "June  Clouds,"  Hunt. 
673.  "Mother  and  Child,"  Murillo. 
912.  "King  of  the  Forest,"  Landseer. 
Written  Language: 
(Read   previous   directions.) 

There  should  be  thirty  minutes  every  day  devoted  to 
composition  work.  The  material  for  this  work  should  be 
varied.  The  stories  may  be  taken  from  the  reading,  his- 
tory, geography,  nature  study,  or  from  various  other 
sources.     There  should  be  exercises   in  original  story 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  29 

writing.  Avoid  copying:  time  is  too  valuable.  Insist 
on  the  neatest  work  all  the  time. 

Grammar : 

The  work  in  grammar  for  this  year  should  be  given 
in  connection  with  composition  and  reading. 

Teach  the  sentence.  Develop  inductively  the  various 
kinds  of  sentences  and  the  dependence  of  phrases  and 
clauses.  Drill  upon  these  distinctions.  Encourage  the 
use  of  short  sentences  in  all  written  work.  Teach  the 
purpose  of  all  punctuation  marks  in  the  reading  and 
composition  work. 


SIXTH    YEAR. 

(Read  previous  directions.) 
Stories : 

The  selection  of  the  stories  is  left  with  the  teacher.  In 
the  history,  English,  and  geography  work,  insist  on  all 
pupils  telling  connected  stories  to  the  class.  This  work 
will  encourage  interest,  decrease  timidity,  and  develop 
ability  to  think  and  talk  at  the  same  time. 

See  that  the  language  is  the  best.     Correct  constantly 
all  common   errors,   or,   better,   have   the   class   correct 
them. 
Poems : 

"Thanksgiving  Hymn  for  California,"  Mrs.  Stet- 
son. 
"Barbara  Freitchie,"  Whittier. 
"The  Day  is  Done,"  Longfellow. 
"A  Christmas  Carol,"  Lowell  (if  not  used  by  oth- 
ers). 
"The  Blue  and  the  Gray."  Finch. 
"The   Landing  of    the    Pilgrim    Fathers,"   Mrs. 

Hemans. 
"A  Christmas  Carmen,"  Whittier. 


jo         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Pictures : 

300.  "Christ  and  the  Doctors,"  Hofman. 
538.  "Horse  Fair,"  Bonheur. 
639.  "Reading  Homer/'  Alma-Tadema. 
738.  "Meyer  Madonna,"  Holbein. 
524.  "The  Rainbow,"  Millet. 
1339.  "Pilgrims  Going  to  Church,"  Boughton. 
Written  Language: 

Follow  the  directions  for  the  previous  year. 
Grammar : 

Continue  the  work  outlined  under  fifth  year.  Develop 
the  easier  parts  of  speech.  Classify  the  words  in  the 
reading  lesson,  placing  stress  on  nouns,  verbs  adjectives, 
pronouns  and  adverbs.  The  work  should  be  no  more 
than  the  making  of  lists.    Avoid  complications. 

SEVENTH    YEAR. 
(Read  previous  directions.) 
Stories : 

Follow  directions  for  the  sixth  grade. 
Poems : 

Memorize  suitable  portions  from  the  English  work 
and  interesting  and  suitable  poems  by  the  authors  stud- 
ied in  this  work. 

Many  suitable    poems    related    to    the    history  work 
should  be  memorized. 
Pictures : 

388.  "Aurora,"  Guido  Reni. 

610.  "At  the  Watering    Trough,"    Dagnan-Bou- 

veret. 
311.  "The  Assumption,"  Titian. 
571.  "Virgin,   Infant  Jesus  and  St.  John,"  Bou- 

guereau. 
1098.  "Joan  of  Arc,"  LePage. 
1414.  "Washington     Crossing     the     Delaware," 
L  Lentze. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  31 


Written  Language : 

Follow  the  directions  previously  given. 

Grammar : 

Master  the  classification  of  sentences.  Make  a  thor- 
ough study  of  phrases  and  clauses.  Make  a  further  study 
of  parts  of  speech  as  suggested  under  sixth  grade. 


EIGHTH    YEAR. 

(Read  previous  directions.) 

Stories : 

Follow  sixth  year  directions. 

Poems : 

Follow  seventh  year  directions. 

Pictures : 

579.  "End  of  Labor,"  Breton. 
952.  "The  Golden  Stair,"  Burne-Jones. 
509.  "Angdus,"  Millet. 
719.  "The  Mill,"  Rembrandt. 
51 1.  "The  Gleaners,"  Millet. 
495.  "Dance  of  the  Nymphs,"  Corot. 
297.  "Delphic  Sybil,"  Michael  Angelo. 
Written  Language: 
Follow  sixth  year  directions. 
Grammar : 

Use  diagrams  to  show  the  relations  of  the  parts  of  the 
sentence.  Give  little  attention  to  details.  Classify  words 
and  parts  of  the  sentence  entirely  according  to  use. 

Parse  all  parts  of  speech.  Give  attention  to  person, 
number,  gender,  case  and  declension  only  when  they  are 
distinguishing  features. 

Poems — Supplemental  list  of  poems  to  be  chosen 
as  teachers  desire : 

"An  April   Day,"   Longfellow. 
"A  Rainy  Day,"  Longfellow, 


32        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS 


"Lucy  Gray,"  Wordsworth. 

"Break,  Break,  Break,"  Tennyson. 

"Legend  of  St.  Nicholas." 

"The  Bridge,"  Longfellow. 

"The  Builders,"  Longfellow. 

"Woodman,  Spare  that  Tree." 

"The  Pacific  Shore." 

"Sheridan's  Ride,"   Read. 

"The  Mutiny,"  Rogers. 

"Song  of  the  Union,"  Cummings. 

"Memorial   Day,"   Little. 

"The  Trailed  Banner,"  Ryan. 

"America,"  Bryant. 

"The  Closing  of  the  Year,"  Prentice. 

"The  Charge  of  the  Light  Brigade." 

"A  Short  Sermon,"  Alice  Cary. 

"Sweet  and   Low,"  Tennyson. 

"The  White  Lampkins,"  Mrs.  Wiggin. 

"Selections  from  Horatius,"  Macaulay. 

"The  Poor  Voter  on  Election  Day,"  Whittier. 
"The  Angels  of  Buena  Vista,"  Whittier. 
"The  Boston  Tea  Party,"  Emerson. 
"The  Flower  of  Liberty,"  Holmes. 
"The  Pass  of  the  Sierra,"  Joaquin  Miller. 
"The  Gladness  of  Nature,"  Bryant. 
"From  My  Arm  Chair,"  Longfellow. 
"The  Bird  and  the  Ship,"  Longfellow. 
"The  Arrow  and  the  Song,"  Longfellow. 
"The  Captain's  Daughter,"  Fields. 
Text :  Grammar,  State  Series. 

For  teadher:   "A  First  Manual  of  Composition  by  E. 
H.  Lewis. 

"Essentials  of  English  Grammar  by  W.  D.  Whit- 
ney. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900,  33 


ARITHMETIC 


FIRST  YEAR. 

While  the  number  work  of  this  .grade  may  be  largely 
incidental,  do  not  permit  it  to  be  accidental 

Number  concepts  are  of  gradual  growth.  Let  matter 
and  method  be  such  as  the  natural  movement  of  the 
child's  mind  demands  to  promote,  in  the  best  way,  a 
normal  growth. 

Develop  the  idea  of  quantity  and  quantity  relations 
by  the  development  of  the  idea  of  how  many  and  of 
greater  and  less  and  of  aggregates. 

The  work  should  be  objective  and  oral  during  the  first 
half  year.  Provide  the  class  with  such  objects  as  tooth- 
picks, square  inches,  pegs,  kindergarten  beads,  blocks, 
etc.,  which  the  pupils  are  to  handle  when  counting  or 
comparing. 

During  the  second  half,  written  number  work  should 
be  done,  always  following  objective  work,  the  number 
of  objects  not  to  exceed1  ten. 

Teach  combinations  to  ten.  All  the  combinations 
should  be  worked  out  with  objects.  Teach  the  signs  of 
addition,  subtraction  and  equality. 

Use  Speer's  "Primary  Arithmetic  for  Teachers"  and 
McLellan  and  Ames'  "Primary  Arithmetic,"  Teacher's 
Edition,  for  frequent  reference. 

Read  carefully  McLellan  and  Dewey's  "Psychology 
of  Number." 


34         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

SECOND  YEAR. 

Read  suggestions  for  preceding  grade. 

Make  objective  work  the  basis  for  all  the  number 
work  of  this  grade. 

Give  no  process  which  every  pupil  has  not  performed 
understandingly  with  objects. 

Develop  objectively  the  multiplication  tables  through 
the  fives.  Develop  objectively  fractional  parts  to  and 
including  fifths. 

Teach  counting  by  2y$,  j's,  5's. 

Give  easy  combinations  of  numbers  and  drill  thor- 
oughly. 

Refer  frequently  to  Speer's  "Primary  Arithmetic  for 
Teachers"  and  McLellan  and  Ames'  "Primary  Arith- 
metic," Teacher's  Edition. 

Read  thoughtfully  McLellan  and  Dewey's  "Psychol- 
ogy of  Number." 

Book  I  of  Prince's  "Arithmetic  by  Grades"  is  recom- 
mended for  supplemental  work  in  this  grade. 

THIRD    YEAR. 

Read  suggestions  to  all  the  preceding  grades. 

Continue  the  work  in  objective  development  of  the 
multiplication  tables  through  the  tens. 

Drill  constantly  on  combinations  previously  worked 
out  with  objects. 

Teach  addition  and  subtraction  thoroughly. 

Teach  to  multiply  with  two  figures. 

Teach,  objectively,  liquid  measure  to  gallons. 

Teach  table  for  time. 

Teach  pupils  to  tell  the  time  from  the  clock. 

Teach  objectively  fractional  parts  and  combinations 
of  fractions  to  tenths.  Do  not  use  the  names  "numer- 
ator"  and   "denominator." 

Teach  simple  division. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  35 

Give  daily  oral  drill  on  previous  work. 

Speer's  "Primary  Arithmetic  for  Teachers"  and 
McLellan  and  Ames'  "Primary  Arithmetic/'  Teacher's 
Edition,  should  be  on  the  desk  of  each  teacher,  not  for 
occasional  but  for  frequent  reference. 

The  teacher  should  read  McLellan  and  Dewey's 
"Psychology  of  Number,"  not  cursorily,  but  carefully 
and  thoughtfully. 

For  supplemental  work  for  this  grade  use  Book  II  of 
Prince's  "Arithmetic  bv  Grades." 


.  FOURTH  YEAR. 

Read  all  suggestions  to  previous  grades.  Refer  fre- 
quently to  Speer's  "Primary  Arithmetic  for  Teachers" 
and  McLellan  and  Ames'  "Primary  Arithmetic," 
Teachers  Edition. 

Continue  to  teach  by  objects  fractional  parts. 

Teach  objectively  addition,  subtraction,  multiplication 
and  division  of  simple  mixed  quantities. 

2%  inches  +  $%  inches  =  ? 

53^  inches  —  3}£  inches  =  ? 

3M  X  4  =  ? 

$6%  +  3  «  ? 

Give  daily  drill  on  these  processes  after  they  are 
understood  by  the  pupils. 

In  all  the  work  insist  on  neatness  and  accuracy. 

Draw  to  scale  objects  in  the  schoolroom  and  about 
the  school  premises. 

Have  each  pupil  make  his  own  measurements. 

Teach  objectively  simple  areas  in  square  inches, 
square  feet,  square  yards. 

Give  constant  reviews  of  multiplication  tables.  Mul- 
tiply by  more  than  two  figures. 


36        COURSE  OF  STUDY  FOR  THE  PUBLIC   SCHOOLS. 

Teach  long  division  thoroughly.  Require  proof  of 
each  problem. 

Give  numerous  problems  for  seat  work. 

Give  frequent  drills  in  rapid  addition. 

Drill  on  addition  of  easy  fractions  with  different 
denominators. 

'rtie  teacher  should  read  carefully  McLellan  and 
Dewey's  "Psychology  of  Number." 

Book  III  of  Prince's  "Arithmetic  by  Grades"  is  also 
suggested  as  containing  suitable  supplemental  work  for 
this  grade. 

FIFTH  YEAR. 

Read   the   suggestions  to  all  the    preceding    grades. 

Review  the  work  of  the  preceding  grades. 

Drill  thoroughly  wherever  weakness  is  discovered. 

Continue  objectively  the  work  in  fractions. 

Read  the  chapter,  "Definite  Relations,"  in  Speer's 
"Primary  Arithmetic  for  Teachers." 

Draw  to  scale  objects  about  the  schoolroom  and  school 
grounds. 

Teach  objectively  the  tables  of  avoirdupois  weight, 
and  square  measure. 

In  the  problems  in  fractions  do  not  use  large  num- 
bers for  denominators. 

Give  practical  problems,  such  as  confronts  us  in  our 
business  dealings. 

Show  that  a  fractional  part,  decimal  parts  and  an 
equivalent  per  cent  of  a  number  are  equal  in  value  by 
giving  problems  to  be  solved  by  rinding  a  fractional  part, 
then  a  decimal  part,  then  a  per  cent  of  a  number. 

Problem :  John  had  $420 ;  he  spent  ^  of  it.  How 
much  did  he  spend  ?  He  spent  .25  of  it ;  how  much  did 
he  spend  ?  He  spent  25  per  cent  of  it ;  how  much  did  he 
spend  ? 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  37 

Then  he  spent  Y\,  .75,  75  per  cent,  and  similar  prob- 
lems. 36  is  y^  of  what  number?  .25  of  what  number? 
25  per  cent  of  what  number? 

These  three  processes  should  go  hand  in  hand. 

Thoroughness  is  obtained  only  by  repetition.  Have 
different  pupils  demonstrate  the  problem  under  consider- 
ation by  means  of  objects,  requiring  the  other  members 
of  the  class  to  follow  the  demonstration. 

Not  only  thoroughness,  but  also  facility  of  expression, 
is  thus  assured. 

Review  frequently. 

Give  a  few  minutes  daily  to  rapid  oral  work. 

For  supplemental  work  in  this  grade,  Book  IV  of 
Prince's  "Arithmetic  by  Grades"  is  also  recommended. 


SIXTH    YEAR. 

Read  suggestions  to  all  the  preceding  grades. 

Read  McLellan  and  Dewey's  "Psychology  of  Num- 
ber." 

Refer  frequently  to  Speer's  Arithmetics,  Primary  and 
Advanced,  and  to  the  Teacher's  Editions  of  McLellan  and 
Ames'  "Primary  and  Public  School  Arithmetics."  Con- 
tinue the  work  in  review  of  fractions  and  decimals.  Give 
simple  problems  in  applications  of  percentage. 

Teach  denominate  numbers. 

Use  Book  V  of  Prince's  "Arithmetic  by  Grades"  for 
supplemental  work  in  this  grade. 


SEVENTH    YEAR. 

Read  suggestions  to  all  the  preceding  grades. 
Read  McLellan  and  Dewey's  "Psychology  of  Num- 
ber." 


38        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Refer  frequently  to  Speer's  Arithmetics,  also  to  McLel- 
lan  and  Ames'  Arithmetics,  Teacher's  Editions. 

Review  the  work  of  the  preceding  grade. 

Teach  the  various  applications  of  percentage  and  in- 
terest. 

So  much  of  Books  VI  and  VII  of  Prince's  "Arithme- 
tic by  Grades"  as  is  applicable  will  supply  an  abun- 
dance of  supplemental  work  for  the  seventh  year. 

EIGHTH    YEAR. 

Read  previous  suggestions. 

Review  the  work  of  previous  grades. 

Teach  mensuration  objectively. 

Give  practical  problems. 

Book  VIII  of  Prince's  "Arithmetic  by  Grades"  is  sug- 
gested for  this  grade  as  work  supplemental  to  that  given 
above  for  this  grade. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  39 


BOOKKEEPING 


The  object  of  this  work  in  our  grammar  schools 
should  be  to  teach  the  elementary  principles  of  book- 
keeping. All  pupils  in  grammar  grades  should  know 
how  to  keep  simple  business  accounts.  Give  especial  at- 
tention to  neatness  and  accuracy.  Let  simplicity  charac- 
terize the  work. 


FIFTH  GRADE. 

Give  training  in  business  letter-writing.  Teach  bills 
and  receipts.  Letter-writing  mav  be  made  a  part  of  the 
composition  work.  Bills  and  receipts  may  accompany 
the  arithmetic  work. 


SIXTH   GRADE. 

Give  business  forms.  Pupils  should  understand  re- 
ceipts, checks,  notes,  orders  and  due  bills  of  various 
kinds,  and  simple  day  book,  journal  and  ledger  entries. 


SEVENTH    GRADE. 

Use  actual  business  practice,  as  outlined  in  Sweet's 
system. 

Complete  at  least  the  first  three  sets. 


EIGHTH  GRADE. 

Complete  at  least  four  of  the  remaining  sets  of  Sweet's 
system,  two  of  which  shall  be  single  entry. 


40        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


PENMANSHIP. 


PENMANSHIP. 

Good  work  can  be  accomplished  in  this  subject  only 
when  the  best  penmanship  is  insisted  upon  in  all  written 
work,  whether  it  is  done  on  paper,  blackboard,  or  any 
other  place.  Do  not  accept  any  work  at  any  time  but  the 
best  the  pupil  can  do.  The  lessons  from  the  copy-books 
should  be  solely  to  teach  correct  forms,  spacing  and  po- 
sition. When  these  are  thoroughly  known,  time  spent 
on  copy-books  is  wasted.  Work  which  will  require 
thought  as  well  as  good  penmanship  will  be  of  much 
more  value.  In  all  written  work,  do  not  allow  copying 
except  in  special  cases.  It  begets  careless  work  in  the 
first  instance  and  is  a  waste  of  time. 

The  Natural  System  of  Vertical  Writing  is  to  be  used 
in  all  schools.  There  are  six  books  in  the  regular  course 
and,  unless  there  is  special  reason  for  doing  otherwise, 
the  books  Nos.  I  to  VI  should  be  used  one  in  a  grade, 
beginning  with  the  first  grade.  Books  VII  and  VIII  are 
"Business  Forms"  and  may  be  used  in  the  corresponding 
grades  if  teachers  deem  it  advisable  to  supplement  the 
bookkeeping  with  this  work. 

There  is  a  Teacher's  Manual  in  this  system  of  writing 
which  every  teacher  should  possess. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  41 


HISTORY  and  CIVIL  GOVERNMENT 


No  work  preceding  the  seventh  grade  is  especially 
planned  as  'history  work.  The  history  readers  should  be 
so  studied  that  the  pupils  will  have  an  excellent  knowl- 
edge of  the  stories  in  American  history  and  considerable 
familiarity  with  many  stories  taken  from  the  history  of 
other  countries.  Especial  attention  should  be  given  to 
Eggleston's  "First  Book  in  American  History"  in  the 
fifth  grade,  or  to  "Montgomery's  Beginners'  History"  in 
the  sixth  grade.  These  stories  should  be  made  use  of 
in  composition  work  and  in  oral  story-telling  till  all  pu- 
pils are  thoroughly  familiar  with  them.  The  historical 
facts  learned  in  this  concrete  way  will  have  much  more 
vital  force  than  those  learned  from  the  ordinary  history 
text  book.  Civil  government  should  be  taught  in  its 
proper  relationship.  It  is  a  part  of  history  and  should 
be  taught  in  connection  with  it.  This  subject  should  be 
brought  close  home  to  the  pupils.  Illustrations  of  gov- 
ernment are  within  the  reach  of  every  school.  The  pow- 
ers and  the  limitations  of  the  national,  state  and  county 
governments  are  apparent  to  all.  The  post  office  and 
mail  carriers,  state  laws  regarding  hunting  and  fishing, 
the  United  States  and  Superior  courts,  the  county  roads, 
collection  of  taxes,  elections,  etc.,  offer  to  every  teacher 
abundant  opportunities  for  excellent  concrete  teaching  of 
the  principles  of  our  government.  Encourage  the  pupils 
by  questions  and  suggestions  to  observe  the  various  in- 
dications of  the  administration  of  the  government  which 
come  within  their  reach.  Make  use  of  these  facts  to 
build  ideas  of  other  functions  of  the  government  which 
they  have  not  had  the  opportunity  to  observe  but  should 
understand. 


42        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

SEVENTH  GRADE. 
Texts : 

"United  States  History,"  State  Series. 
"Civil    Government,"    State    Series    (desk    book 
only). 

The  work  for  this  grade  ends  with  the  Revolution. 
Study  in  a  topical  manner.  Make  use  of  the  stories 
which  the  pupils  have  previously  read  as  a  foundation 
for  the  work.  Encourage  the  pupils  to  give  connected 
narrative  accounts.  Compositions  on  assigned  topics, 
with  no  reference  to  books  while  writing,  will  develop 
this  power.  Insist  on  the  pupils  reading  other  books 
than  the  text  in  preparing  lessons.  Some  or  all  of  the 
books  named  below  should  be  in  every  school  library. 
The  teacher  should  keep  constantly  in  mind  the  pur- 
poses of  teaching  history  and  government,  and  make 
each  lesson  effective  in  fulfilling  these  purposes.  The 
work  should  show  clearly  the  causes  for  the  discovery  and 
exploration  of  America  and  the  difficulties  encountered ; 
the  cliaracter  of  the  early  settlers ;  their  reasons  for  emi- 
gration; the  effects  on  history  of  geography  (climate, 
soil,  means  of  communication,  etc.) ;  the  struggle  of  the 
European  nations  for  mastery  in  America  (the  inter- 
colonial wars) ;  the  causes  for  the  alienation  of  the  Col- 
onies from  England ;  the  training  which  made  the  colo- 
nists capable  of  withstanding  England  and  forming  a 
republic. 

(List  of  reference  books  given  under  eighth  grade.) 


EIGHTH  GRADE 

Text — Same  as  seventh  grade,  and  "Supplement  to 
the  State  History,"  Wagner. 

Complete  United  States  history.  Continue  to  place 
stress  upon  stories.    The  biographies  of  the  leading  men 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  43 

should  be  studied  carefully.  Put  them  in  an  interesting 
story  form.  The  work  in  this  grade  should  show  the 
difficulties  encountered  in  establishing  the  new  govern- 
ment ;  the  effect  of  European  affairs  on  the  United 
States ;  the  development  of  the  West ;  the  inventions  and 
industries  which  have  aided  in  developing  the  country; 
the  sectional  divisions  on  account  of  industries  and  mode 
of  living;  the  effects  of  varied  geographical  conditions; 
the  industrial  and  social  effects  of  the  Civil  War. 

Make  daily  use  of  some  of  the  books  named  below. 
No  teacher  can  teach  all  of  United  States  history,  but 
every  teacher  can  assist  the  pupils  in  reading  books 
which  are  written  in  a  reliable  and  interesting  manner, 
from  which  they  may  add  much  to  the  school  instruction. 
Teachers  should  daily  use  at  least  one  of  the  first  four 
histories  named  and  one  of  the  first  three  civil  govern- 
ments. These  and  all  the  others  should  be  in  the  room 
for  the  use  of  pupils.     Every  teacher  should  possess: 

"Special  Methods  in  History  and  Literature," 
McMurray. 

"Sheldon's  Teacher's  Manual"  (American  His- 
tory). 

"How  to  Study  and  Teach  History,"  Hinsdale. 

Supplemental  Books: 

"School  History  of  the  United  States,"  McMas- 
ter. 

"History  of  the  American  Nation,"  McLaughlin. 

"Student's  History  of  the  United  States,"  Chan- 
ning. 

"Student's  History  of  the  United  States,"  Mont- 
gomery. 

"History  of  the  United  States  and  Its  People," 
Eggleston. 

"The  Colonies,"  Thwaite. 

"Formation  of  the  Union,"  Hart. 


COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

"Division  and  Reunion,"  Wilson. 

"War  of  Independence,"  Fiske. 

"American  Politics,"  Johnston. 

"Side  Lights  on  American  History,"  Elson. 

"The  Critical  Period  in  American  History,"  Fiske. 

"Old  South  Leaflets." 

"American  History  Leaflets." 

"American  History,"  Sheldon. 

"Growth  of  the  American  Nation,"  Judson. 

"Washington  and  His  Country,"  Irving — Fiske. 

"Source  Book  in  American  History,"  Hart. 

"The  American  Government,"  Hinsdale. 

"The  American  Citizen,"  Dole. 

"Civil  Government,"  Fiske. 

"Our  Government,"  Macy. 

"How  We  are  Governed,"  Dawes. 


SOKOMA  COUNTY,  CAL.,  ADOPTED  JU3TE,  1900. 


GEOGRA  PHY. 


THIRD  YEAR. 

The  work  of  this  year  should  begin  with  the  study 
of  the  district,  town  or  village,  and  the  neighborhood 
of  the  child,  the  work  to  be  based  upon  actual  observa- 
tion. 

Draw  to  scale  maps  of  the  school  room,  school  yard, 
the  road  1o  school,  noting  the  positions  of  farms,  farm- 
houses, and  the  homes  of  the  pupils. 

Study : 

1.  The  food  products  of  the  neighborhood  and  con- 
nected occupations. 

2.  Building  materials  used,  kindred  trades,  clothing 
materials  and  manufactures. 

3.  Local  commerce,  roads,  bridges,  and  railroads. 

4.  Streams,  hills,  wood's,  valleys,  etc. 

5.  County,  township,  and  school  district  government. 

6.  Climate  and  seasons,  sun,  wind,  storms,  and  heat. 
Make  daily  weather  observations. 

From  these  local  conditions,  proceed  to  teach  a  gen- 
eral idea  of  the  county,  state,  the  continents,  and  the 
oceans,  giving  in  each  instance  the  names.  The  more 
important  countries,  cities,  mountains  and  rivers  should 
receive  attention. 

Make  a  collection  of  pictures  which  will  be  of  assist- 
ance in  the  teaching  of  geography.  This  should  be  done 
by  the  pupils,  assisted  by  the  teacher,  the  collections  to 
be  made  from  papers,  magazines,  etc.  The  teacher  must 
see  that  the  child's  notions  of    facts    that    are  typical 


46         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

should  be  properly  enlarged.  His  home  idea  soon  be- 
comes his  world  idea ;  his  hills  become  his  mountains ; 
his  brooks  become  his  rivers,  etc.  The  environment, 
the  book,  the  map,  the  picture  must  go  hand  in  hand  if 
the  type  idea  is  to  be  properly  enlarged. 

The  Prang  Pictures,  sold  by  Payot,  Upham  and  Com- 
pany, San  Francisco,  and  the  pictures  sold  by  the  Perry 
Pictures  Company,  Boston,  Mass.,  are  recommended. 

The  teacher  may  find  much  inspiration  in  geography 
work  by  giving  careful  attention  to  McMurray's  "Special 
Method  in  Geography."  Tarr  and  McMurray's  "First 
Book  in  Home  Geography"  should  be  in  every  library 
for  the  use  of  the  teacher.  Consult  Long's  "Home 
Geography." 

Poems  to  be  memorized: 

"The  Brook,"  Tennyson. 

"Ariel's  Song,"  The  Tempest. 

"I  Remember,  I  Remember,"  Thomas  Hood. 


FOURTH    YEAR. 

Review  the  work  of  the  preceding  year,  and  introduce 
the  study  of  North  America  and  so  much  of  the  other 
parts  of  the  world  as  will  be  required  to  understand  the 
work  of  this  year.  Teach  carefully  climate,  vegetation, 
inhabitants  of  the  different  parts  of  North  America,  the 
chief  political  divisions,  and  the  principal  cities,  moun- 
tains, rivers,  gulfs,  bays,  capes  and  islands,  laying  much 
stress  upon  their  commercial  and  historical  value. 

All  places  occurring  in  the  reading  should  be  carefully 
located  upon  the  map  and  the  relation  to  other  places 
noted.  In  this,  as  in  the  preceding  year,  when  the  child 
is  receiving  his  introduction  to  geographical  ideas,  the 
work  should  receive  largely  an    oral    treatment.     The 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  190a  47 

teacher  should  not  let  an  opportunity  go  by  to  impress 
upon  the  minds  of  the  pupils  correct  ideas  of  the  many 
interesting  types  to  be  found  in  the  immediate  neighbor- 
hood of  the  child.  The  various  relief,  drainage  and  coast 
forms,  erosion,  the  great  occupations  of  the  people,  their 
means  of  travel,  transportation  and  communication,  and 
mode  of  life,  are  types  ever  interesting  to  children. 

Draw  maps  of  California,  North  America,  United 
States,  and  Mississippi  Valley.  The  State  Elementary 
Geography  is  to  be  used  as  the  text  for  this  year.  Sup- 
plement by  using: 

Carpenter's  "Geographical  Reader,  North  Amer- 
ica." 

"Stories  of  Mother  Earth,"  Fairbanks. 
Continue  collection  of  pictures. 
Poems  to  be  memorized : 

•The  Barefoot  Boy,"  Whittier. 

"The  Rainy  Day,"  Longfellow. 

"Winter,"  Tennyson. 

"The  Bugle  Song,"  Tennyson. 


FIFTH    YEAR. 

(Read  the  directions  of  the  previous  grades.) 

Take  up  the  study  of  South  America  and  Europe,  and 
such  further  study  of  the  world  as  the  reading  and  stories 
of  this  year  may  suggest. 

Draw  these  divisions,  both  in  whole  and  in  part,  from 
maps  and  from  memory.  The  names  and  location  of 
all  countries,  cities,  mountains,  rivers,  seas,  etc.,  with 
which  the  pupil  is  likely  to  meet  outside  of  school, 
should  be  taught. 

The  teacher  should  lay  much  stress  upon  the  phys- 
ical features  of  these  divisions — climate  and  drainage, 


48        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS 


and  adaptation  to  the  needs  of  man.    Compare  the  phys- 
ical features  of  these  divisions  with  North  America. 

Continue  the  collection  of  pictures  of  places,   noted 
buildings,  mines,  factories,  plants,  animals,  etc. 
Use  the  State  Elementary  Geography  as  the  text. 
Supplementary : 

"Our  World  Reader,"  Ginn  &  Company. 
"Stories  of  Northern  Europe,"  Educational  Pub- 
lishing Company. 
"Stories   of   England,"     Educational     Publishing 

Company. 
Carpenter's  "Geographical  Reader,  South  Amer- 
ica," American  Book  Company. 
Tarr  and  McMurray's  "Second  Book  in  Geography" 
should  be  in  the  library  for  frequent  reference. 

Poems  to  memorize:  Select  at  least  four  suitable  po- 
ems from  the  best  authors. 


SIXTH    YEAR. 

(Read  the  directions  of  the  previous  grades.) 
Take  up  the  study  of  Africa,  Asia  and  Oceanica  in  the 
manner  suggested  for  the  study  of  North  America  and 
South  America,  laying  stress  upon  the  physical  features 
and  places  of  commercial  and  historical  importance.  Draw 
from  maps  and  from  memory. 

Continue  the  collection  of  pictures. 

Use  the  State  Elementary  Geography  as  the  text. 

Supplementary: 

Carpenter's  "Geographical  Reader,  Asia." 
"Stories  of  Our  New  Possessions." 
"Stories  of  Australasia,"  Pratt. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  190a  49 


SEVENTH    YEAR. 

(Read  the  directions  of  the  previous  grades.) 

Study  North  America  in  detail,  laying  much  stress 
upon  the  places  of  commercial  and  historical  value.  Study 
very  thoroughly  the  physical  features  and  their  effect 
upon  the  historical  and  commercial  development  of  the 
country. 

Take  up  the  study  of  the  Dominion  of  Canada,  Mex- 
ico and  Central  America  in  a  similar  manner.  Proceed 
to  the  study  of  South  America,  Europe,  Asia,  Africa 
and  Oceanica.  Draw  outline  maps  and  locate  im- 
portant rivers,  cities  and  mountains. 

Continue  the  collection  of  pictures. 

The  Advanced  State  Geography  is  to  be  used  as  the 
text. 


EIGHTH    YEAR. 

(Read  all  previous  directions.) 

Review  all  the  work  of  the  preceding  grades,  paying 
special  attention  to  physical  features,  commercial  devel- 
opment, location  of  large  cities,  the  great  highways  of 
trade,  and  the  regions  supplying  the  food,  clothing  and 
building  materials  used  by  mankind. 

The  State  Advanced  Geography  is  to  be  used  as  the 
text  for  this  year.  Make  use  of  the  reference  books  to 
be  found  in  the  District  Library  for  information  con- 
cerning the  cities,  the  countries,  and  the  products  stud- 
ied. Pictures  illustrating  topics  studied  are  to  be  col- 
lected. 


SO         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


NATURE  STUDY. 


The  study  of  nature  should  form  an  important  part  of 
every  child's  education.  It  can  not  be  studied  from 
books.  The  reading  of  so-called  "Nature  Readers"  is 
not  nature  study.  Go  to  nature  itself  for  your  facts. 
This  work  will  include  valuable  portions  of  geography 
and  physiology.  Many  of  the  topics  suggested  below 
have  a  direct  bearing  on  these  subjects  and  may  be  made 
a  part  of  the  work  in  those  subjects. 

There  are  many  available  fields  into  which  this  work 
may  be  directed.  Some  sort  of  study  of  plant  or  animal 
life  usually  suggests  itself  first.  There  are  many  lines 
along  which  these  studies  may  be  pursued.  Especially 
should  uses  and  habits  of  life  be  dwelt  upon.  If  study- 
ing birds  or  animals,  give  heed  to  how  they  build  their 
homes,  what  they  eat,  their  value  to  the  neighborhood, 
etc.  The  work  in  all  cases  should  be  descriptive  and 
observational.  Do  not  attempt  analysis.  Leave  classifi- 
cations and  the  study  of  parts  to  higher  schools  except 
as  such  work  comes  easily  within  reach  of  the  pupils. 

The  lessons  m  elementary  grades  should  deal  very 
simply  with  the  various  subjects.  The  teacher  should 
know  thoroughly  and  keep  in  mind  when  giving  the  les- 
sons the  greater  significance  and  relationship  of  the 
facts  and  phenomena  which  are  being  studied,  but  these 
should  be  opened  up  to  the  pupils  only  as  their  maturity 
and  preparation  will  justify.  There  should  be  such  cor- 
relation in  the  subjects  taken  up  as  will  make  it  possible 
to  gradually  develop  these  greater  relationships. 

All  pupils  should  be  taught  to  name  (common  names), 
recognize  and  describe  all  the  common  plants,  birds  and 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  51 

other  animals  of  the  neighborhood.  This  work  should 
be  well  done  in  every  school.  It  will  not  necessarily 
occupy  a  place  in  the  daily  school  program.  It  requires 
only  a  live  and  interested  teacher  who  is  willing  to  be 
an  instructor  on  the  playground  and  in  going  to  and 
from  school.  The  first  two  books  named  in  the  list  be- 
low will  assist  teachers  in  this  work.  Some  of  the  chil- 
dren will  be  of  greater  help  than  books. 

The  desire  to  make  collections  is  very  strong  in  many 
children  and  this  may  be  turned  to  very  good  account  in 
nature  study.  Suggestions  regarding  what  and  how  to 
collect  will  be  welcomed  by  many  of  them.  The  sense 
of  ownership  will  play  so  important  a  part  that  the  best 
work  will  be  accomplished  by  allowing  each  pupil  to 
make  his  own  collections.  Assist  each  in  doing  this 
and  in  gathering  information  about  his  collection.  When 
a  pupil  has  a  sufficient  collection  and  knows  something 
about  it,  let  him  exhibit  it  to  the  school  and  talk  to  the 
pupils  about  it.  School  gardens  are  a  very  satisfactory 
means  of  nature  study.  Ownership  again  should  play  an 
important  part.  The  collecting  instinct  may  be  profitably 
used  in  gathering  pictures  for  work  in  geography  and 
history. 

Besides  the  work  already  outlined  the  following  topics 
are  suggested: 

The  collection,  naming  and  description  of  rocks — 
leading  to  a  study  of  soil  and  many  of  the  ele- 
mentary facts  of  physical  geography  and  geology. 
This  work  should  be  closely  related  to  the  geog- 
raphy. 
Daily  weather  observations.  This  may  lead  to  a  study 
of  the  winds,  temperature,  difference  between 
night  and  day,  the  thermometer,  etc. 
A  study  of  the  relations  and  character  of  the  sun, 
moon  and  earth ;  an  introduction  to  astronomical 
ideas. 


52        COURSE  OF  STUDY  FOR  THE  PUBLIC   SCHOOLS. 

The  air ;  including  winds,  clouds,  rain,  hail,  snow,  etc. 

The  observations  and  reports  of  the  government 

signal  service. 
Many  desirable  books  have  been  mentioned  under 
Reading,  Geography  and  Physiology,  which  may  be  used 
as  guides  and  for  suggestive  material  for  study.  There 
are  books  in  these  lists  dealing  with  every  field  of  nature. 
Especially  should  Burrough's  "Birds  and  Bees"  be 
studied  carefully  and  used  as  a  guide  in  studying  the 
birds  and  bees  of  each  community. 

No  attempt  has  been  made  to  grade  the  work.  The 
teacher  only  can  properly  do  this.  A  single  lesson  on 
snow  when  a  snow  storm  is  on  will  be  of  greater  value 
than  weeks  of  lessons  about  snow.  Seek  and  seize  op- 
portunities. Many  teachers  will  find  it  possible  to  do 
this  work  with  the  whole  school  in  one  class,  and  for 
this  reason  also  a  grading  of  the  work  would  be  unde- 
sirable. Enter  into  the  spirit  of  the  work,  keeping  in 
mind  that  that  education  which  best  puts  a  child  into 
complete  harmony  with  the  universe  about  him  is  the 
best  education. 
Suggested  Books: 

"Bird  Notes  Afield,"  Keeler. 

"California  Wild  Flowers,"  Parsons  and  Buck. 

"Special   Method   in   Science,"   McMurray. 

"Great  World  Farm,"  Gaye. 

"First  Lessons  with  Plants,"  Bailey. 

"Lessons  in  Nature  Study,"  Jenkins  and  Kellogg. 

"Story  of  the  Plants,"  Grant  Allen. 

"Fairy  Land  of  Science,"  Buckley. 

"High  Sierras,"  Muir. 

"Our  Native  Birds,"  Lange. 

"Reports  of  the  U.  S.  Signal  Service."    (The  daily 
weather  report  may  be  obtained  from  the  San 
|  Francisco  office.) 


SONOMA  COUNTY,  CAL.,.  ADOPTED  JUNE.,  1900.  53 


PHYSIOLOGY 


In  our  primary  and  grammar  schools  the  study  of 
physiology  should  be  largely  incidental.  This  does  not 
mean  that  the  subject  should  receive  little  attention.  It 
rather  means  that  it  should  receive  an  unusual  amount. 
The  teacher  should  be  on  the  alert  to  See  suitable  op- 
portunities for  teaching  the  essentials  of  hygiene.  The 
hygiene  of  physiology  must  be  lived  into  children.  All 
talks  and  lectures  upon  cleanliness,  temperance,  ventila- 
tion, etc.,  will  be  of  little  value  if  they  see  no  practice  of 
these  things.  The  conduct  of  the  teacher  and  parents 
and  the  care  of  the  schoolroom  and  homes  will  teach 
these  things  far  more  effectively  than  all  books  and  lec- 
tures combined.  Present  to  the  pupils  the  plainest  and 
simplest  truths.  Dwell  especially  upon  cleanliness,  exer- 
cise, respiration  (including  ventilation), digestion  (includ- 
ing effects  of  narcotic  and  alcoholic  stimulants),  the  nerv- 
ous system  and  the  names  and  location  of  the  more  im- 
portant parts  and  organs  of  the  body.  Keep  close  to  the 
practical  application  of  the  facts  studied.  Leave  the  sci- 
entific study  of  the  human  body  for  more  advanced 
schools. 

Regular  class  work  is  to  be  done  only  in  the  seventh 
grade. 

Comply  with  sections  1665,  1667,  Political  Code  of 
Calif  e.rnia. 

Text — Physiology,  State  Series.  (In  the  hands  of  the 
teacher.) 


CQVRSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Supplemental  Texts: 

"Applied  Physiology,"  Overton. 
"Elementary  Physiology,"  Foster  and  Shore. 
"Physiology,     Experimental      and     Descriptive," 

Colton. 
"Human  Body,"  Martin. 
"Applied  Physiology,  Primary,"  Overton. 
"Applied  Physiology,  Intermediate,"  Overton. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  55 


SINGING. 


All  children  should  be  taught  songs  and  how  to  sing 
them.  No  child  should  be  allowed  to  pass  through  the 
schools  without  his  knowing  thoroughly  the  words  and 
tunes  of  the  common  songs  of  the  race.  Especially 
should  the  common  patriotic  songs  be  taught  and  sung 
frequently.  There  is  no  better  way  of  teaching  genuine 
patriotism  than  in  causing  the  children  to  enter  into  the 
spirit  of  "America,"  "Star  Spangled  Banner,"  "The  Red, 
White  and  Blue,"  etc.  Insist  upon  all  pupils  learning 
accurately  the  words  of  the  songs  and  taking  part  in  the 
singing.  Have  them  sing  frequently  without  books  so 
that  they  will  not  be  dependent  upon  the  books  either 
for  the  words  or  music. 

The  selections  used  should  be  from  the  best  poets  and 
composers.  There  is  such  an  abundance  of  this  sort  of 
songs  and  music  that  there  is  no  excuse  for  the  use  of 
inferior  material. 

Motion  and  rote  songs  are  recommended  for  the  pri- 
mary children.  Where  the  primary  grades  are  in  rooms 
separate  from  the  older  children,  a  short  period  should 
be  given  to  such  songs  every  day.  Suitable  books  are 
recommended  below. 

In  the  higher  grades,  something  more  may  be  done 
toward  teaching  music  than  is  suggested  above.  How 
far  this  work  shall  be  pursued  is  left  to  the  teacher,  who 
should  consult  with  the  Superintendent  regarding  it 
whenever  possible. 


56        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Every  pupil,  before  he  leaves  school,  should  know  the 
words  and  tunes  of  the  following  songs: 

"America." 

"Auld  Lang  Syne." 

"Home,  Sweet  Home." 

"My  Old  Kentucky  Home."  ..      . 

"The  OJd  Oaken  Bucket." 

"S'wanee  River." 

"Sweet  and  Low"  (Barnaby). 

"Come,  Thou  Almighty  King." 

"Guide  Me,  O  Thou  Great  Jehovah." 

"Hail,  Columbia." 

"Joy  to  the  World." 

"The  Star  Spangled  Banner." 

"The  Red,  White  and  Blue." 

"Yankee  Doodle." 

"Battle  Hymn  of  the  Republic." 

"Nearer,  My  God,  to  Thee." 
The  text  books  adopted  for  use  in  all  schools  are: 

"A  Short  Course  in  Music,"  Ripley  &  Tapper. 

Book  I  (for  primary  grades). 

Book  II  (for  grammar  grades). 
Supplemental  Books: 

"American  Song  Book,"  Haaren  and  Mattfield. 

"The  Song  Wave." 

"Finger  Plays,"  Poulsson. 

"Stevenson  Song  Book." 

"Field-DeKoven   Song  Book." 

"Kindergarten  Chimes,"  Wiggin. 

"Musical  Poems"    (Faunt    LeRoy    Music  Co. — 
Poems  by  Field). 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  57 


DRAWING. 


Drawing  must  be  taught  in  all  of  the  schools  of  this 
county,  and  in  all  of  the  grades. 

Drawing  is  a  means  of  expression  to  a  young  child 
and  should  be  freely  used  as  such.  The  child  should 
be  given  a  broad,  free  surface,  something  that  will  make 
a  clear,  distinct  mark,  and  then  be  allowed  to  reproduce 
his  mental  images  without  interference  on  the  part  of  the 
teacher.  A  young  child  sees  a  thing  as  a  whole  and  will 
reproduce  it  in  a  few  simple,  bold  lines.  This  period  of 
grotesque  or  burlesque  drawing  must  not  be  neglected 
or  interfered  with.  It  can  not  be  omitted  in  the  develop- 
ment of  the  child  any  more  than  the  period  when  he 
makes  crude,  misshapen  sounds,  which  he  gradually 
modifies  until  he  learns  to  speak  correctly. 

Position,  direction  and  distance  are  all  important  in 
drawing,  but  they  have  no  place  in  the  drawing  of  a 
young  child.  They  are  to  drawing  what  grammar  is  to 
language.  Just  as  it  is  impossible  to  secure  a  mastery  of 
language  by  studying  grammar,  so  it  is  impossible  to 
learn  to  draw  by  studying  position,  direction  and  dis- 
tance. The  way  to  learn  to  draw  is  by  drawing.  The 
value  of  drawing  lies  in  the  accession  of  power,  the 
power  of  expression. 

The  drawing  of  mental  images  should  be  continued  up 
to  and  including  the  ninth  or  tenth  year  of  the  child's 
life.  In  the  earlier  years  this  should  form  a  large  part  of 
the  child's  busy  work.     From  the  fourth  grade  up  it 


COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


should  be  used  in  the  illustration  of  all  written  work,  as 
in  the  reproduction  of  reading,  geography,  elementary 
science,  and  history  lessons. 

Regular  drawing  lessons  should  begin  about  the 
fourth  grade  and  should  be  given  twice  a  week  in  periods 
of  not  more  than  an  half  hour  each.  The  reproduction 
of  objects  suited  to  the  ability  of  the  child  should  form 
the  basis  of  this  work.  Prang's  Drawing  System  consist- 
ing of  six  books  has  been  adopted,  and  may  be  used  one 
book  in  a  grade,  from  the  third  grade  up,  by  such  teach- 
ers as  find  it  advantageous  to  place  drawing  books  in 
the  hands  of  children.  The  Board  also  recommends  that 
brush  work  and  color  work  be  used  at  the  discretion  of 
the  teacher.  ■  Colored  chalk  work  should  be  done  by 
small  children  in  all  schools. 

Every  teacher  should  be  familiar  with  Earl  Barnes* 
"Study  on  Children's  Drawings,"  Ped.  Seminary,  Vol.  II. 
"How  to  Enjoy  Pictures,"  by  M.  S.  Emery,  and  the 
teacher's  manuals  for  the  first  and  second  years  entitled 
"Art  Instruction  in  Primary  Schools,"  published  by  the 
Prang  Ed.  Co.,  should  be  on  the  desk  of  the  teacher  for 
constant  use. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  59 

CARE  AND  DECORATION  OF  GROUNDS  AND 
BUILDINGS. 


It  should  be  remembered  by  teachers  and  trustees 
that  some  of  the  fondest  memories  of  life  center  in  the 
school,  and  for  this  reason,  if  for  no  other,  the  grounds 
and  buildings  should  be  made  as  attractive  and  beau- 
tiful as  the  wit  and  means  of  the  district  permit.  The 
schoolroom  should  be  hung  with  noble  pictures.  Re- 
productions of  the  world's  great  masterpieces  can  be 
had  for  a  small  sum,  and  even  one  great  masterpiece 
is  worth  more  to  the  children  than  a  cartload  of  in- 
ferior productions.  Let  the  school  give  an  entertain- 
ment once  a  year  for  this  purpose,  and  in  a  few  years 
the  room  may  be  richly  decorated  with  fine  pictures. 
The  room  must  be  kept  neat  all  the  time;  ft  must 
be  part  of  the  pupil's  work  to  keep  his  desk  clean  and 
'free  from  litter  at  all  times.  It  will  be  easier  to  teacl* 
neatness  in  regular  school  work  if  the  pupil  is  sur- 
rounded by  neatness. 

The  yard  should  be  the  most  beautiful  one  in  the 
district,  and  it  may  be  if  the  trustees,  pupils  and  teach- 
ers will  work  to  that  end.  Trees  and  flowers  should 
be  planted  and  cared  for.  Interest  may  be  aroused  by 
having  each  pupil  or  grade  plant  and  care  for  a  tree, 
flower,  or  flower-bed  which  shall  be  the  property  of 
the  pupil  or  grade.  The  teacher  should  see  to  it  that 
the  yard  is  not  littered  with  papers  and  rubbish.  The 
pupils  will  be  glad  to  clean  the  yard  if  the  teachers 
will  work  with  them.     Burn  the  rubbish. 

The  outhouses   should  be    kept    scrupulously  clean. 


to        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

and  it  is  the  teacher's  duty  to  see  that  they  are  so  kept. 
The  good  effect  of  clean  and  beautiful  surroundings 
can  not  be  estimated.  It  is  felt  and  seen  in  a  marked  de- 
gree in  those  schools  where  much  attention  is  paid  to 
the  matter.  The  Board  of  Education  heartily  recom- 
mends that  a  very  considerable  effort  be  made  in  this 
direction. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  61 

RULES  FOR  GRADUATION 

From  the  Grammar  Schools  of  Sonoma  County. 


1.  Graduation  from  the  grammar  schools  shall  be 
made  upon  an  average  standing  of  J$  per  cent,  in  an  ex- 
amination upon  sets  of  questions  prepared  by  the  County 
Board  of  Education. 

2.  These  questions  will  cover  all  subjects  outlined  in 
this  course  of  study. 

3.  The  examination  shall  be  held  during  the  month  of 
June  each  year.  Principals  or  teachers  who  wish  to 
graduate  pupils  are  required  to  notify  the  Superintend- 
ent at  least  one  month  prior  to  the  prescribed  time  of 
holding  such  examinations ;  if  such  notification  be  not 
given,  questions  will  not  be  sent. 

(To  be  read  to  the  pupils  before  beginning  the  exam- 
ination :) 

4.  All  members  of  a  class  must  begin  a  subject  at  th« 
•same  time,  and  no  recess  or  leaving  the  room  be  al- 
lowed any  pupil  until  he  has  completed  the  subject. 

5.  There  should  be  nothing  to  detract  the  attention  of 
the  teacher  from  a  close  supervision  of  the  pupils  under- 
going examination. 

6.  No  assistance  is  to  be  given  to  pupils  by  any  one. 
No  questions  regarding  the  facts,  spelling  of  words,  or 
an}^thing  which  would  assist  the  pupils,  should  be  an- 
swered by  the  teacher  while  the  examination  is  being 
conducted. 


62         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

7.  Pupils  are  to  be  given  the  questions  only  at  the 
time  indicated  on  the  envelopes  and  question  sheets. 

8.  Teachers  shall  grade  the  examination  papers  on 
the  basis  of  100,  and  send  the  same  immediately  upon  the 
close  of  the  examination  to  the  County  Superintendent, 
in  order  that  the  Board  of  Education  may  review  them. 

9.  Each  pupil's  papers  should  be  arranged  separately 
and  in  the  order  in  which  the  subjects  were  given. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  i960.  63 

RULES  AND  REGULATIONS 

Of  the  Board  of  Education  Relating  to  Teachers' 
Examinations  and  Certificates. 


Rule  1. — All  examinations  shall  be  held  at  the  county 
seat  in  the  months  of  June  and  December. 

Rule  2. — Applicants  who  are  absent  at  the  opening  of 
the  examination  will  not  be  admitted  thereafter. 

Rule  3. — All  applicants  must  begin  a  subject  at  the 
same  time,  and  no  recess  will  be  allowed  until  the  sub- 
ject is  finished. 

Rule  4. — Every  applicant  must  make  and  subscribe  to 
the  following  oath:  "I,  the  undersigned,  at  the  close  of 
this  examination,  do  solemnly  swear  (or  affirm)  that, 
prior  to  the  examination  in  each  subject,  I  had  no  knowl- 
edge of  the  questions  to  be  submitted ;  that  I  have  neither 
given  to  any  one,  nor  received  from  any  source,  explan- 
ations or  other  aid  in  answering  said  questions." 

Rule  5. — The  board  will  reject  all  papers  in  which 
there  is  evidence  of  collusion  and  fraud. 

Rule  6. — No  applicant  will  be  permitted  to  have  a 
text  book  in  his  possession  during  the  hours  of  exam- 
ination. 

Rule  7.  All  applicants  must  endorse  their  papers  with 
their  number  and  the  name  of  the  subject.  The  number 
and  post  office  address  shall  be  entered  at  the  beginning 
of  the  examination  on  cards,  which  shall  be  kept  in  a 
sealed  envelope  until  the  close  of  the  examination. 

Rule  8. — A  certificate  will  not  be  granted  to  any  ap- 
plicant who  fails  to  make  fifty  per  cent  of  the  credits 
required  in  any  branch. 


64        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

Rule  9. — Holders  of  primary  certificates  granted  by 
the  Board  of  Education  of  Sonoma  county  prior  to  Jan- 
uary 7,  1896,  who  have  taught  successfully  in  Sonoma 
county,  will  not  be  required  to  pass  any  further  exam- 
ination in  primary  subjects  when  applying  for  a  gram- 
mar grade  certificate.  No  credits  for  experience  will 
allowed  on  the  grammar  grade  subjects. 

Rule  10. — To  obtain  a  Primary  Certificate,  85  per  cent 
of  the  aggregate  primary  credits  must  be  secured. 

Rule  11. — To  obtain  a  Grammar  Grade  Certificate* 
85  per  cent  of  the  total  Primary  and  Grammar  Grade 
cerdits,  including  at  least  85  per  cent  of  the  additional 
aggregate  Grammar  Grade  credits,  must  be  secured; 
provided,  that  examination  be  passed  by  holders  of  Pri- 
mary Certificates  upon  such  branches  as  have  been  add- 
ed to  the  list  of  Primary  studies  since  the  issuance  of  the 
Primary  Certificate  in  question.  Provided,  further,  the 
applicant  having  gained  a  standing  of  85  per  cent  in  the 
Primary  studies  shall  be  examined  in  the  Grammar 
Grade  studies  only. 

Rule  12. — To  obtain  a  High  School  Certificate,  85  per 
cent  of  the  additional  aggregate  High  School  credits 
must  be  secured. 

Rule  13. — Applicants  for  High  School  Certificates, 
now  holding  any  lower  grade  Certificate  in  this  county, 
will  be  required  to  pass  an  examination  in  all  branches 
required  by  the  higher  grade  and  not  included  in  the 
{lower. 

Rule  14. — All  applications  for  diplomas  or  renewal  of 
certificates  must  be  made  in  writing  and  accompanied 
by  the  certificate  under  which  the  applicant  is  teaching, 
together  with  satisfactory  evidence  of  success  in  teaching 
and  the  fee  required  by  law. 

Rule  15. — Grammar  Grade  County  Certificates  of  oth- 
er counties  will  be  recognized  by  this  Board  as  creden- 
tials upon  which  to  issue  certificates  of  like  grade ;  pro- 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  65 

vided,  that  said  certificate  shows  a  standing  of  an  aggre- 
gate of  at  least  85  per  cent,  and  provided,  further,  that 
the  applicant  shall  be  required  to  pass  a  satisfactory  ex- 
amination in  such  studies  as  are  required  by  this  Board 
and  not  by  the  County  Board  from  which  the  applicant 
holds  a  certificate.  Nothing  in  this  rule  shall  prevent 
the  County  Superintendent  from  issuing  a  Temporary 
Certificate  of  the  proper  grade  on  certificate  of  like 
grade,  valid  until  the  next  regular  semi-annual  examina- 
tion. 

Rule  16. — Certificates  will  not  be  granted  to  the  hold- 
ers of  State  Normal  School  Diplomas  of  other  States, 
unless  the  Board  is  furnished  with  satisfactory  evidence 
that  the  course  of  study  prescribed  by  such  State  Normal 
School  is  in  all  respects  the  equivalent  of  the  course 
prescribed  by  the  Normal  Schools  of  this  State,  and  the 
diplomas  must  show  completion  of  the  full  course.  The 
so-called  diplomas  showing  graduation  from  an  "Ele- 
mentary" course  will  not  be  considered. 

The  Board  makes  the  following  recommendations, 
hoping  that  they  may  be  of  assistance  in  preparing  bet- 
ter teachers.  These  recommendations  are  intended  to  be 
in  no  way  obligatory,  save  those  regarding  methods  of 
teaching  and  English  literature.  In  several  subjects  we 
suggest  the  titles  of  text  books  which  are  written  by 
masters  of  the  subjects  treated.  We  desire  the  prepara- 
tion to  be  made  from  texts  of  such  character,  but  we  do 
not  insist  upon  the  use  of  any  of  the  texts  herein  named, 
save  in  methods  of  teaching  and  literature.  We  ask  only 
for  thorough  preparation.  These  recommendations, 
though  directing  the  work  to  definite  lines  rather  than  al- 
lowing it  to  spread  overthe  whole  field,  are  not  intended 
to  lower  the  standard  of  certificates  by  requiring  far  more 
thorough  study  along  specified  lines.  We  also  desire  to 
encourage  the  production  of  real  scholarship  and  the  de- 


66        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 

velopment  of  mental  ability  rather  than  the  drilling  upon 
and  memorizing  of  bookish  definitions  and  descriptions. 

Composition. — Theapplicant  should  understand  clear- 
ly the  principles  of  composition,  and  be  able  to  write  a 
concise,  logical  essay,  correct  in  spelling,  punctuation 
and  paragraphing.  A  "First  Book  in  Writing  English," 
by  Lewis,  will  be  found  helpful. 

Geography. — We  desire  to  lay  stress  upon  the  physical 
features  of  the  earth  and  the  dependent  portions  of  the 
subject  rather  than  upon  political  geography. 

United  States  History. — A  knowledge  of  this  subject 
equivalent  to  that  obtained  from  a  careful  study  of 
Channing's  "Student's  History  of  the  United  States," 
McMaster's  "History  of  the  United  States,"  or  Mont- 
gomery's "Student's  History  of  the  United  States,"  will 
be  expected. 

Methods  of  Teaching. — The  examinations  in  this  sub- 
ject will  be  based  upon  the  following:  "Contents  of  Chil- 
dren's Minds  Upon  Entering  School,"  Hall;  "Methods 
of  the  Recitation,"  "Special  (Method  in  Literature," 
"Special  Method  in  History  and  Geography,"  "Special 
Method  in  Reading,"  and  "Special  Method  in  Sciences 
in  the  Lower  Grades,"  by  McMurray. 

Physiology. — Generally  speaking,  the  preparation  in 
this  subject  has  not  been  sufficiently  broad  to  permit  suit- 
able instruction  in  the  schools.  To  acquire  sufficient 
knowledge  of  this  subject  to  teach  it  well,  the  instructor 
should  be  familiar  with  such  texts  as  Martin's  "Human 
Body,"  Colton's  "Physiology,  -Experimental  and  De- 
scriptive," Overton's  "Applied  Physiology,"  or  must 
have  taken  a  course  in  laboratory  physiology. 

Civil  Government. — The  examination  in  this  subject 
will  be  chiefly  founded  on  the  constitution  of  the  United 
States.  A  careful  study  of  Fiske's  "Civil  Government," 
or  Hinsdale's  "The  American  Government"  will  be  es- 
pecially helpful. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  190a  67 


GRAMMAR    GRADE. 


English  Literature. — The  requirements  as  adopted  by 
the  Board  July  19,  1895,  wu^  remain  in  force.  They  are 
as  follows:  The  examination  in  literature  for  the  gram- 
mar grade  shall  be  based  upon  a  general  knowledge  of 
Brooke's  "Primer  of  English  Literature,"  and  a  specific 
knowledge  of  the  various  works  required  for  admission 
to  the  State  University. 

Physics. — The  examinations  will  be  based  upon  the 
fundamental  principles  of  physics,  but  we  shall  expect 
an  understanding  of  these,  such  as  is  usually  obtained 
through  laboratory  work. 

Natural  History. — Similar  to  physics. 

Algebra. — The  examination  will  require  a  knowledge 
of  this  subject  through  quadratics.  Special  attention  will 
be  given  to  the  solution  of  problems. 

Geometry. — The  examination  will  be  based  on  the  fun- 
damental propositions  of  plane  geometry.  It  is  our  in- 
tention to  avoid  the  most  difficult  portions  of  this  subject. 


Following  are  the    credits    attached    to    the  several 
studies : 

PRIMARY.  Standard 

Arithmetic    (written) 100 

Arithmetic  (oral) 25 

Grammar    (written) 100 

Grammar    (oral) . 2S 

Orthography I0° 

Composition 5° 

Reading 5° 

Geography   (written) < 4<> 


68        COURSE  OF  STUDY  FOR  THE  PUBLIC   SCHOOLS. 

Geography  (oral) 10 

U.  S.  History  (written) 80 

U.  S.  History  (oral) 20 

Methods  of  Teaching  (written) 40 

Methods  of  Teaching  (written) 10 

Defining   (word  analysis) 25 

Penmanship 50 

Music 25 

Drawing,  Industrial 25 

Physiology  (written) 40 

Physiology  (oral) 10 

School  Law 25 

Book-keeping . 50 

Civil  Government  (written) 80 

Civil  Government   (oral) 20 

Number  required  to  obtain  a  Certificate 850 

GRAMMAR. 

English  and  American  Literature  (written) 80 

English  and  American  Literature  (oral) 20 

Natural  Philosophy  (written) 40 

Natural  Philosophy  (oral) 10 

Natural  History  (written) 40 

Natural  History  (oral) 10 

Algebra  (written) 40 

Algebra    (oral) 10 

Geometry   (written) 40 

Geometry  (oral)  — 10 

Number    required 1 105 

Number  of  Grammar  Grade  credits  required 255 

HIGH  SCHOOL. 

Physical  Geography  (written) 40 

Physical  Geography  (oral) 10 

Rhetoric   (written) 4° 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNH,  1900.  69 

Rhetoric  (oral) 10 

Literature  (written) 40 

Literature  (oral) < .  10 

General  History   (written) , 40 

General  History   (oral) 10 

Geometry,  plane  and  solid  (written) 40 

Geometry,  plane  and  solid  (oral) 10 

Chemistry  (written) « .  40 

Chemistry  (oral) 10 

Number    required . 1360 

Number  of  High  School  credits  required. 255 


COURSE  OF  STUDY  POR  THE  PUBLIC  SCHOOLS. 


GRADE  OF  SCHOOLS. 


All  schools  having  the  aggregate  at  least  six  pupils 
in  the  sixth,  seventh  and  eighth  grades  shall  be  known  as 
Grammar  Grade  Schools. 

The  County  Superintendent  shall,  unless  otherwise 
provided  by  law,  in  the  month  of  July  of  each  year, 
grade  each  school,  and  a  record  thereof  shall  be  made  in 
a  book  to  be  kept  by  the  County  Superintendent  in  his 
office  for  this  purpose.  And  no  teacher  holding  a  cer- 
tificate below  the  grade  of  such  school  shall  be  employed 
to  teach  the  same. — Sec.  1543,  School  Law  of  California. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  71 


STATE  TEXT  BOOKS. 


Revised  First  Reader State  Series $0.20 

Revised  Second  Reader State  Series 35 

Revised  Third  Reader . . . . , State  Series 50 

Revised  Fourth  Reader State  Series 60 

Primary  Number  Lessons State  Series 25 

Advanced  Arithmetic State  Series 50 

Lessons  in  Language State  Series 30 

Revised  English  Grammar State  Series. 55 

Speller State  Series 30 

Elementary  Geography State  Series 60 

Advanced  Geography State  Series 1 .20 

United  States  History State  Series. .  - 80 

Civil  Government State  Series 55 

Anatomy,  Physiology,  and  Hygiene State  Series 60 


7*  ^COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


LIST  OF  PUBLISHERS. 


The  numbers  preceding  the  names  of  Ihe  publishers  are  used  to  indicate 
the  publishers  of  the  various  books  mentioned  in  this  course.  The  num- 
bers are  in  column  three  of  the  Library  List  of  Supplemental  Books. 

1  Ginn  &  Co. 

2  American  Book  Co. 

3  D.  C.  Heath  &  Co. 

4  The  Macmillan  Co. 

5  Whitaker  &  Ray  Co. 

6  Public  School  Publishing  Co. 

7  D.  Appleton  8c  Co. 

8  Silver,  Burdette  8c  Co. 

9  Werner  Book  Co. 

io  Educational  Publishing  Co. 

1 1  University  Publishing  Co. 

12  Houghton,  Mifflin  &  Co. 

13  Butler,  Sheldon  &  Co. 

14  Harrison,  New  York. 

15  Scribner's. 

16  Prang  Educational  Co. 

17  The  Perry  Pictures  Co. 

18  Elder  &  Shepard,  San  Francisco. 

19  Longman's,  Green  &  Co. 

20  Doxey,  San  Francisco. 

21  King- Richardson  Publishing  Co. 

22  Lnthrop  Publishing  Co. 

23  Oliver  Ditson  Co. 

24  Faunt  LeRoy  Music  Co.Chicago. 

25  J.  S.  Sweet,  Santa  Rosa. 

26  Crowell  &  Co. 

27  H.  Holt  &  Co. 

28  Lovell. 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900. 


73 


LIBRARY  LIST  OF  SUPPLEMENTAL  BOOKS. 


The  prices  quoted  here  are  the  retail  prices  submitted  to  the  Board 
of  Education  by  the  various  publishing  houses.  In  ordering  books,  always 
give  iiiU'  of  ti-ok,  author,  publisher,  and  price. 


READINU. 


Title  of  Book. 


5*  i 


Author. 


Special  Method  in  Reading j  McMurray 6 

3 

7 
6 

3 
4 
8 


Arnold   and  Gilbert 


Organic   Education  •  •  • !  Scott 

Teaching  the  Language  Arts \  Hinsdale   

Phonics  ami  Reading j  Van  Liew 

Beginner's  Reader  .  .    1  Bass 

Child  Life,  First    Reader j  Blaisdeil 

Stepping  Stones  to  Literature, 
First  Reader 

Old  Time  Stories  Retold 1  S  my  the 

Finch  Primer }  Finch 

Cyr's   Primer •  •  •  •  j  C>r.  . 

Bald  win '»  Primer [Baldwin 

First  Days  in  School •  •  •  • ;  Stewart  and  Coe. 

First  Reader Cyr 


Pratt. .  . 
Norton. 


Baldwin. 
Blaisdeil. 


Arnold  and  Gilbert. 


^Esop's  Fable*,  Vol  I • 

Heart  oJ  Oak,  Vol.  I 

Golden  Rod  Books,  First  Reader 

First  Reader 

Child  Life.  Second  Reader 

Stepping  Stones  to  Literature  ) 
Second  Reader  \ 

In  Mythland Beckwith 

The  Hiawatha  Primer j  Holbrook 

^Esop's   Fables,  Vol.  II j  Pratt 

Plant  Life I  Bass 

Some  of  Our  Fiiends j  Welch. . . 

Choice  Literature,  Primary  Book  1. 1  Wiliiams, 

Pets  and  Companions j  Stickney. 

Heart  of  Oak,  Vol    II »  Norton . . 

Big  People  and  Little  People  of  1 

Other  Lands 
Classic  Stories  for  the  Little  Ones.  .1  McMurray. 

Golden  Rod  Books,  Second  Reader.) 

Docas   the  Indian  Boy I  Snedden. . . 


Shaw. 


Four  True  Stories  of  American  Life 
and  Adventure 


Smith, 


$.40 

I  00 

35 
30 

30 

40 

35 
35 
30 
30 
25 
35 
30 
25 
i5 
25 
40 

50 
30 
45 
30 
25 
30 
25 
35 
35 

30 

35 
20 

35 
45 


74         COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


READING— Continued. 


Title  of  Book. 


Great  Americans  for  Little  Americans 

Stepping  Stones  to  Literature, 
Third  Reader 

Child  Life..  Third  Reader. . . . 

Third  Reader 

Golden  Rod  Books,  Third  Reader. 

Fable  and  Folk  Stones,  Riverside  / 
Edition  \ 

Robinson  Crusoe,  Defoe , 

Stories  of  American  Life  and 
Adventure 

Legends  of  Norscland 

Fifty  Famous  Stories  Retold 

Short  Stories  of  Our  Shy  Neighbors 

Heart  of  Oak.  Vol.  Ill 

Old  Greek  Stories 

Stories  from  Garden  and  Field. . .  . 

Choice  Literature, Int: mediate  Book  I 

Legends  of   the  Red  Children 

Ways  of  Wood  Folk 

Discoverers  and    Explorers 

German   Household   Tales, 
Riverside  Edition 

Scribntr's  Series  of  School  Reading 

Cable  Story  Book 

Eugene  Field  Story  Book 

Fanciful  Tales 

Lobo,  Rag  and  Vixen 

Black  Beauty 

First  Book  in  American  History.  .  .  . 

Hiawatha,   Riverside  Edition..    .. 

Little  Nell     , 

American  Indians , 

Pacific  History  Stories 

Tales  of  Discovery  of  the  Pacific  Slope 

Outdoor  Studies 

Alice  in  Wonderland 

Child  Life  in  Prose  and  Poetry, 
Riverside  Edition 

Children's  Hour,  Paul  Revere's 
Ride  and  Other  Poems:  Riv- 
erside Edition 

Heart  of  Oak,  Vol.  IV 

Stepping  Stones  to  Literature,) 

Fourth  Reader  )   '  V ' 

Stories  of   Old  Rome 

The  Talisman 


Author. 


Eggleston 

Arnold  and  Gilbert. 

Blaisdell 

Cyr 


Scuddcr.  . . 

Mc  Murray, 

Eggleston. . 

Pratt 

Baldwin.  . , 
Kelly 

Norton 

Baldwin.  . 


Williams. 
Pratt .... 
Long. .  . . 

Shaw. . .  . 

Grimm . . 


George  W.  Cable. 
Eugene  Field. . . . 

Stockton 

Thompson 


Eggleston . 
Longfellow 
Dickens. .  . 

Starr 

Wagner. . . 

Hood 

Needham. . 
Carroll 

Whittier . . . 


Longfellow 

Norton 

Arnold  and  Gilbert. 

Pratt 

Scott \ 


is 
TJtt 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  75 


READING— Continued 


Title  ok  Book.. 

Author. 

c 
cr 

v' 

rr 
n> 

12 
12 
12 

I 
IO 
IO 

I 

3 
18 
12 

10 

1 

12 

! 
12 

IO 
IO 

ft 

•OB. 

2. 
0" 
ft 

Birds  and  Bees,  Riverside  Edition.. 

Burroughs 

15 
*5 

15 

45 
36 
36 
65 
30 
1  50 
15 
30 
05 
45 
15 
45 

15 
40 

05 

Tanglewood  Tales,  Riverside  Edition 
Gulliver's    Travels 

Hawthorne 

Swift 

English   History    Stories 

American   History   Stories.  Vol.  I .  . 
American  History  Stories,  Vol.  II. . 

Beginner's  American  History 

Our  Feathered  Friends 

Hlaisdell 

Pratt 

Pratt 

Grinnell 

Miles  Standish,  Riverside  Edition.. 
Selections  from  Irving 

Longfellow 

Francillion 

Longfellow 

Evangeline,    Riverside     Edition. . . . 

Lain  b 

Tales  of  a  Wayside   Inn,  River-  ) 

Longlellow 

side  Edition                    \ 

Scott 

Prisoner  of   Chillon 

Bvron 

LANGUAGE. 


How  to  Study  Pictures 

The  Perry  Magazine , 

The  Riverside  Art  Series , 

Stories  of  the  Great  Artists 

A  First  Manual   of  Compwsition. 
Essentials  of  English  Grammar. 


M.  S.  Emery. 


E.  H.  Lewis.... 
W.  D.   Whitney, 


50 
00 
30 
IO 

70 

75 


ARITHMETIC  AND  BOOKKEEPING. 


Primary   Arithmetic 

Elementary  Arithmetic 

Advanced    Arithmetic 

Teachers'  Edition*  of 

Primary  Arithmetic I  McLellan  and  Ames, 

Public  School  Arithmetic McLellan  and  Ames, 

Arithmetic  by  Grades — eight  books .  Prince (each) 

Psychology  of  Number   McLellan  and  Dewey. 

Sweet's  Bookkeeping.  ...   J.  S.  Sweet 


PENMANSHIP. 


Natural  System  of  Vertical  Writing:. 

Books  I  to  VI ;  Newlands  and  Row 

Books  VII  and  VIII :  New  lands  and  Row 


07 
10 


76        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


HISTORY  AND  CIVIL  GOVERNMENT. 


Title  of  Book. 


Supplement   to   State  History. . 
Special  Method  in  History  and 

3         Literature 
Teacher's  Manual    (American  | 

History)  \  "  ' ' ' 

How  to  Study  and  Teach  History, . 
School  History  of  the  United  States 
History  of  the  American  Nation.  .  . . 
Student's  History  of  United  States.  . 
Student's  History  of  United  States. . 
History  of  the  United  States  and 
Its  People 

The  Colonies 

Formation   of  the  Union 

Division   and    Reunion 

War  of    Independence 

American   Politics   

Side  Lights   on    American  History.  . 
Old  South  Leaflets 


—  i  ■_  p 


American   History  Leaflets 

American   History 

Growth  of  the  American  Nation. . . 

Washington  and  His  Country 

Source   Boole  in  American  History. 

The  American   Government ! 

The  American  Citizen.  . j 

Civil  Government ! 

Our  Government ! 

How    We   Are  Governed 


Sheldon 

Hinsdale i 

McMaster 

McLaughlin 

Charming 

Montgomery 

Eggleston 

Thwaites 

Hart 

Wilson 

Fiske 

Johnston 

Elson 

Directors  of    Old    South 
work  (Boston) 


*0C. 


60 


2  ,  1 


Sheldon — Barnes. 

Judson 

Irving — Fiske.  .  . 

Hart 

Hinsdale 

Dole 


Macv    . 
Dawes. 


GEOGRAPHY 


Tarr   and   McMwrray. . 
Tarr  and   McMurray.. 

Lang 

Carpenter 


First  Rook  in  Home  Geography. .  .  . 
Second  Book  in  Home  Geography.  . 

Home  Geography 

Geographical  Reader  :  North  America 
Geographical  Reader:  South  America!  Carpenter. 

Geographical  Reader:  Asia !  Carpenter. 

Stories  of   Mother  Earth j  Fairbanks .  . 

Our  World  Reader j  Hail 

Stories  of  Northern  Europe Pratt 

Stories    of    England Pratt 

Stories  of  Our  New  Possessions I  Van  Dergen 

Stories  of  Australasia Pratt 


65 

SO 
65 
65 
65 
50 
55 
40 
40 

40 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  77 


NATURE  STUDY 


Title  of  Book. 


Author. 


California  Wild   Flowers. 

Bird   Notes  Afield 

Special   Method   in  Science.  . 

Great  World    Farm 

First  Lessons  with  Plants. 
Lessons  in  Nature   Study. 

Story  of  the   Plants 

Fairyland  of  Science 

High  Sierras 

Our   Native  Birds 

Reports  of  the  United  States 
Signal  Service 


Parsons  and  Buck.  .  . 

Kecler 

McMurray 

Gaye 

Bailey 

Jenkins  and  Kellogg. 

Grant  Allen 

Buckley 

Muir 

Lantre 


SignalServiceOfficer,S.F.  | 


PHYSIOLOGY. 


Applied  Physiology 

Elementary  Physiology , 

Physiology.  Experimental  and 

Descriptive 
Human  Body   (briefer  course) 

Applied  Physiology,   Primary 

Applied   Physiology,  Intermediate, 


Overton 

Foster  and  Shore. 

Colton 

Martin 

Overton 

Overton 


SINGING. 


Hi 


Short  Course  in  Music 

Book    I,  for   Primary   Grades 

Book  II,  for  Grammar  Grades 

American    Song   Book 

The  Song  Wave 

Finger  Plays 

Stevenson  Song  Book 

Field—  DeKoven    Song   Book j  Scribner 

Kindergarten  Chimes Wiggin . 

Musical  Poems  (poems  by  Field). . . .  j 


Ripley  and  Tapper. 


and  Ma.tfield. 


roulsson. 
Scribner. 


DRAWING. 


Course  in  Drawing  forGraded  Schools: 

16 
16 
16 

16 
16 
16 

75 
75 
5o 

10 

Drawing  Books  — 
Nos     I     II    III 

Nos    IV    V   VI 

15 
1  50 

How  to  Enjoy  Pictures 

Emery 

7*        COURSE  OF  STUDY  FOR  THE  PUBLIC  SCHOOLS. 


EXTRACTS  FROM  SCHOOL  LAW,  AND  SUGGES- 
TIONS TO  TEACHERS. 


Morals  and  Manners. 

It  is  -difficult  to  lay  down  any  scheme  for  teaching 
ethics ;  for  ethics  must  be  taught  incidentally  and  not 
formally.  It  should  grow  naturally  out  of  the  subject  in 
hand.  This  does  not  mean  that  it  is  to  be  left  for  chance 
opportunities  and  taught  or  omitted  at  pleasure.  It 
ought  to  be  a  portion  of  each  day's  work;  and  the 
teacher  should  be  continually  on  the  watch  for  opportu- 
nities of  giving  such  instruction. 


School  haw. 

The  teacher  must  comply  with  all  of  the  provisions  of 
the  school  law. 

SEC.  1668.  Attention  must  be  given  to  such  physical 
exercises  for  the  pupils  as  may  be  conducive  to  health 
and  vigor  of  body,  as  well  as  mind,  and  to  the  ventilation 
and  temperature  of  school  rooms. 

SEC.  1696.    Every  teacher  in  the  public  school  must: 

First — Before  assuming  charge  of  a  school,  file  his  or 
her  certificate  with  the  Superintendent  of  Schools. 

Second — Before  taking  charge  of  a  school,  and  one 
week  before  closing  a  term  of  school,  notify  the  County 
Superintendent  of  such  fact,  naming  the  day  of  opening 
or  closing.  Boards  of  Education  and  Boards  of  School 
Trustees  must  in  every  case  give  to  the  teachers  a  notice 
of  at  least  two  weeks  of  their  intention  to  close  the  term 
of  school  under  their  charge.     No  Superintendent  shall 


SONOMA  COUNTY,  CAL.,  ADOPTED  JUNE,  1900.  79 

draw  any  requisition  for  the  last  month's  salary  of  any 
teacher  until  said  teacher  has  filed  with  him  the  notice 
required  by  this  subdivision. 

Third — Enforce  the  course  of  study,  the  use  of  the 
legally  authorized  text-books,  and  the  rules  and  regula- 
tions prescribed  for  schools. 

Fourth. — Keep  a  State  School  Register,  in  which  shall 
be  left  at  the  close  of  the  term  a  report  showing  pro- 
gram of  recitation,  classification  and  grading  of  all  pupils 
who  have  attended  school  at  any  time  during  the  school 
year.  The  Superintendent  shall  in  no  case  draw  a 
requisition  in  favor  of  the  teacher,  until  the  teacher  has 
filed  with  him  a  certificate  from  the  Clerk  of  the  Board 
of  School  Trustees  to  the  effect  that  the  provisions  of 
this  subdivision  have  been  complied  with. 

Fifth. — Make  an  annual  report  to  the  County  Super- 
intendent at  the  time  and  in  the  manner  and  on  the 
blanks  prescribed  by  the  Superintendent  of  Public  In- 
struction. Any  teacher  who  shall  end  any  school  term 
before  the  close  of  the  school  year  shall  make  a  report 
to  the  County  Superintendent  immediately  after  the 
close  of  such  term ;  and  any  teacher  who  may  be  teach- 
ing any  school  at  the  end  of  the  school  year  shall,  in  his 
or  her  annual  report,  include  all  statistics  for  the  entire 
school  year,  notwithstanding  any  previous  report  for  a 
part  of  the  year.  The  Superintendent  of  Schools  shall  in 
no  case  draw  a  requisition  for  the  salary  of  any  teacher 
for  the  last  month  of  the  school  year,  until  the  report 
required  by  this  subdivision  has  been  filed  and  by  him 
approved. 

SEC.  1699.  *  *  *  *  *  Should  any  teacher  em- 
ployed by  a  Board  of  School  Trustees  for  a  specified 
'time  leave  thte  school  before  the  expiration  of  such 
time,  without  the  consent  of  the  Trustees,  in  writing, 
such   teacher  shall  be  deemed  guilty  of  unprofessional 


So        COURSE  OF  STUDY  FOR  THE  PUBLIC   SCHOOLS. 

conduct,  and  the  Board  of  Education  of  the  county  are 
authorized,  upon  receiving  notice  of  such  fact,  to  sus- 
pend the  certificate  of  such  teacher  for  the  period  of  one 
year.     *     *     *     * 

SEC.  1700.  No  warrant  must  be  drawn  in  favor  of 
any  teacher  unless  the  officer  whose  duty  it  is  to  draw 
such  warrant  is  satisfied  the  teacher  has  faithfully  per- 
formed all  the  duties  prescribed  in  Section  one  thousand 
six  hundred  and  ninety-six. 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 

Renewed  books  are  subject  to  immediate  recall. 


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